Graduate Education Courses

Please find the required Master's and licensure courses at Graduate Education. If you have any questions please feel free to contact your academic advisor or Karen Abbott in the Graduate Education Office at kabbott@smcvt.edu or 802.654.2649. To find if your course requires textbooks, go to the link on the left: "Campus Resources", click on Campus Store, then on the link that says "booklist for the upcoming semester". Scroll through until you find the start of the GED numbers. They can be found in the Campus Store, Alliot Student Center. The syllabi should be on Canvas, our learning management system.

The Summer course listing is available in KnightVision for matriculated students and below (please click on the Summer tab). Go to the bottom of the listing to find the descriptions. Summer Incentive: first course is $590 per credit; $150 off per credit for all additional GED courses, contract courses are not included (GED 527 or 635).

Fall 2015:  click on the Fall tab below for the course listing and descriptions.  Matriculated students will start registering June 1st and June 29th for everyone else.  Find the registration form under "Academic Forms" to your left in the blue box (should be available by the end of May). 

Future Education Course Offerings

NOTE: This is a tentative schedule for planning purposes. Some courses may need to be offered during other terms or days. Fall and spring courses are offered in the evening from 5:00-7:30 with a few exceptions beginning 30 minutes earlier or later. Contact Karen Abbott, kabbott@smcvt.edu, directly with any questions.

Course Code Course Title CR SUMMER FALL SPRING
GED 508 Current Topics in Special Education

3

X

GED 509 Integrative Curriculum

3

W

GED 510 Becoming A Literacy Leader: Tools & Strategies for Success

3

TH - SP15

GED 511 Fundamentals of Curriculum

3

TH

W

GED 516

Educational Foundations: Understanding the Past and Creating the Future

 

3

M

W

GED 517 Teaching Nonfiction in the Elementary Grades 3

M

GED 520 Child and Adolescent Development 3

X

GED 522 Teaching Literacy in the Elementary Classroom 3

TH

GED 525 Finding Your Writing Voice 3

M

GED 526 Special Topics 3

X

X

X

GED 528 K-8 Curriculum, Assessment and Management 4

W

GED 529 Personalized Learning  X   

 TH

GED 530 Literacy in Middle and Secondary Schools 3 TH

 

GED 534 Assessment and Instruction in Reading 3

M

GED 535 Author and Illustrator Studies 3

X

GED 541 Building Classroom Community, Engaging Students and Increasing Awareness      

 T

GED 542 Differentiated Curriculum in the K-12 Classroom - LAST OFFERED SU15
3

X

GED 544 Mindfulness Education: Cultivating Caring, Attention, Awareness and Self-Regulation     

 W

GED 547 Middle and Secondary Curriculum and Assessment 4

W

GED 550 Student Teaching Internship
 6    X  X  
GED 555
 Student Teaching Seminar
 3   T
 T  
GED 558 Educator as Researcher
3

X

W

 
GED 562 Thesis Research 3

X

X

X

GED 565 Computer-Assisted Language Learning (Cross listed with GSL 520) 3 Online
GED 567 Legal and Financial Management of Schools 4

 

M
GED 572 School Leadership 3

 W

GED 578 Visual Learning: Words into Pictures 3

X

GED 580 Approaches to Teaching 
3

 

T
GED 581 Supporting Students with Emotional and Behavioral Challenges 3

T

GED 595 Launching and Developing a Writers' Workshop in the Elementary Grades 3

X

GED 596 Digital Media 3

T

GED 606 Literacy Development and Instruction K-8 3

M

GED 607 Literacy Instruction for Adolescent Readers Who Struggle 3

X

GED 612 Math and Diversity 3

Th

GED 613 Mathematics in the K-8 Classroom 3

M

GED 618 From Assessment to Action: Using Data to Improve Schools 3

X

GED 621 Supervision, Evaluation & Teacher Development 3

Th

GED 623 Ceramics for Educators 3

M

GED 631 Development, Learning, Behavior and Individual Differences 3

X

GED 632 Assessment of Students within General and Special Education 3

T

GED 633 Legal and Professional Issues in Special Education 3

Th

GED 635A Middle Grades: Organizational Strand 3

M

GED 635A Middle Grades Summer Institute (off campus) 3

X

GED 636 Special Education Leadership      

 T

 
GED 668 Administration & Interpretation of Woodcock-Johnson IV 3

X

GED 640 Language and Learning 3

TH

GED 641 Teaching in an Inclusive Classroom K-12 3

X

T

GED 643 Instruction of K-6 Students with Learning Challenges in Language Arts 3

X

GED 644 Approaches to Teaching Students with Intensive Special Needs 2

T

GED 645 Assistive Technology: Creating Access

1

   

T

GED 649 Arts: The Creative Process 3

W (Every other year starting SP15)

GED 651 Hand On! Learning in and through the Arts 3

GED 661 Designing Instructional Programs for Students With Disabilities (Practicum) 4

W

GED 662 Implementing and Evaluating Programs for Students with Disabilities (Practicum) 4

W

GED 667 Words Come Alive!: Drama in the Classroom 3

M

GED 669 Storytelling, Poetry-Reciting and Readers' Theatre 3  

M

 
GED 670 Bringing Language Arts and Social Studies to Life with the Arts 3

X

GED 671 The Art of Bookmaking: Craft, Structure, and Creativity 3

TH

GED 673 Special Topics: Arts 1-3

X

X

X

GED 674 Multicultural Arts 3

 

T
GED 676 Elementary, Middle, and Secondary Curriculum and Assessment 4

M

GED 678 Heroes, Art & Social Justice: Aesthetic Perspectives 3

W (Every other year starting FA14)

GED 684 School and Community 3

X

GED 686 Independent Study 1 to 6

X

X

X

GED 687 Directed Readings 1 to 6

X

X

X

GED 688C Practicum: Principal/Administrative Endorsement 3 each semester

X

X

 GED 688D
 Practicum: Reading/Language Arts Specialist Endorsement
 3    X  X  
 GED 688E
Practicum: Director of Special Education
 3 each semester
   X  X  
 GED 688F
Practicum: Director of Curriculum  3 each semester
   X  X  
GED 689 Student Teaching Seminar 3

T

T

GED 693

Integrating Art, Social Studies & Language Arts: K-8

3

W (Every other year starting FA15)

GED 695 Teaching K-8 Science and Engineering 3

X

GED 699 Capstone Seminar 3

X

 

T

Summer 2015 Graduate Education Courses

Courses offered, dates, and times subject to change.  Summer registration opens for everyone March 2nd.  Paper registration form found under "Academic Forms".

GED 508A Success for all Students (3)  Glenn Patterson and Andrea Griffin M-F  July 6 -17
8:30 am - 12:15 pm
GED 508B Success for all Students (2) Glenn Patterson and Andrea Griffin  M-F
M, T 
July 6 - 10
July 13 - 14
8:30 am - 12:15 pm
GED 520 Child and Adolescent Development (3)  Janet Stearns T

M-F
Juy 21 and 28
4:00 pm - 7:45 pm
August 3 - 7
9:00 am - 3:00 pm
GED 526A Neuroscience, Mindfulness, and Sustainability: Implications for the K-12 Classroom (3) Sam Crowell
M-F
 
July 27 - August 7
8:30 am - 12:30 pm
GED 526B Bringing Student Learning Forward through Effective Intervention (3)  Matt Hajdun  M-F  July 6 - 17
1:00 pm - 4:45 pm 
GED 529  Personalized Learning (3)
Don Taylor
 M,W,F


M-TH

 July 27, 29, 31
2:00 pm - 6:00 pm

August 3-6
9:00 am - 4:00 pm

GED 535 Children's Literature: Author and Illustrator Studies (3) Anita Silvey F July 10, 17, 24, 31, August 7
8:30 am - 4:30 pm
GED 542 Differentiated Curriculum in the K-12 Classroom (3) Beth Peterson M-F July 6 - 17
12:30 pm - 4:00 pm 
GED 558A Educator as Researcher (3) 
James Nagle T May 12 - July 7
4:00 pm - 8:00 pm
 GED 558B Educator as Researcher (3) 
 
Amy Cole  May 12 - July 7
4:00 pm - 8:00 pm
GED 595 Launching & Developing a Writers' Workshop in the Elementary Grades (3) Libby Bonesteel M-F July 13 - 24
1:00 pm - 5:00 pm
GED 607 Literacy Instruction for Readers Who Struggle (3) David Mendenhall M-F July 6-17
8:00 am - 12:00 pm
GED 618 From Assessment to Action: Using Data to Improve Schools (3) John Barone

W-F

M-F

   

July 22-24

July 27-31

8:00 am - 1:00 pm

GED 631 Development, Learning, Behavior & Individual Differences (3) Judith Christensen M & W May 18 - June 24
5:00 pm - 8:30 pm
(No class on May 25 - Memorial Day)
GED 635 Middle Grades Summer Institute (Contact James Nagle at jnagle2@smcvt.edu regarding registration.
Held at Vermont Technical College ($1,300 no credit and $1,800 for credit)
Staff M-F

At Vermont Technical College
June 22 - 26
8:00 am - 4:00 pm
Follow-up conference in January, 2016

GED 641 Teaching in an Inclusive Classroom K-12 (3) Beth Peterson May 27- July 29
4:00 pm - 8:15 pm
GED 643 Instruction of Students with Learning Challenges in the Area of Language Arts: Elementary Level (3)
Held at John F. Kennedy Elementary School, Normand Street, Winooski.
Sarah Schoolcraft and Mandy Couturier M-F

July 13– 31
8:30 am - 11:30 am
At John F. Kennedy School - Winooski

GED 651 Hands On: Learning in and through the Arts (3)
A $50.00 materials fee is required and due at registration.
Ann Joppe-Mercure T, W, Th June 23 - July 9
8:00 am - 12:15
GED 668  Administration and Interpretation of the Woodcock-Johnson IV Rich Reid      M-F 

August 3-7
8:30 am - 3:30 pm
One follow-up Saturday FA15.

 GED 673A
Educator as Artist: Personalized Learning, Teaching, & Engaging in the Artistic Process (3)
 Julian Bradshaw
T & TH
 June 23 - July 30
4:00 pm - 7:15 pm
GED 684 School and Community (3) Valerie Gardner

TH,F
M-F
M-W

June 18-19
June 22-26
June 29-July 1
8:00 am - 12:15 pm

GED 695 Teaching K-8 Science and Engineering (3)
A $25.00 materials fee is required and due at registration.
Tim Whiteford M-F June 29- July 10
9:00 am - 1:15 pm
No Class on July 3rd.
GED 699 Capstone Seminar (3)
Claudine Bedell W May 20, 27, June 3, 10, 17
4:30 pm - 8:30 pm
June 24, July 1, 8, 15
12:00 pm - 4:30 pm


GED 508A Success for All Students (3cr.)

Instructors:  Ms. Glenn Patterson & Andrea Griffin

This course is designed for general educators, special educators, social workers, and other adults supporting students who struggle in school. Participants will create strategic plans, lessons, and learning opportunities for individual students in regular education settings. The course will focus on: effective strategies for keeping struggling students engaged in learning, systems to keep students in classrooms which include safety and transition plans; and ways to involve parents and families in the learning process.  Together we will explore the best approaches for working with students who have a variety of needs including students with ADHD, ASD, emotional disturbance, who display oppositional behaviors, and students who have experienced trauma.  Assignments will include daily reflections and journal entries.  The culminating project is a written student success plan focusing on a past, current, or incoming student.  It will include a short presentation.

GED 508B Success for All Students (2cr.)

Instructors:  Ms. Glenn Patterson & Andrea Griffin

This course is designed for any adult supporting students who struggle in school. Participants will discuss and review strategic plans and learning opportunities for individual students in regular education classes.  The course will focus on: effective strategies for keeping struggling students engaged in learning, systems to keep students in classrooms which include safety and transition plans; and ways to involve parents and families in the learning process.  Together we will explore the best approaches for working with students who have a variety of needs including students with ADHD, ASD, emotional disturbance, who are display oppositional behaviors, and students who have experienced trauma.  Assignments will include daily reflections, journal entries, and a short synopsis of a past, current, or incoming student and a set of new approaches or strategies to try with the student.

 

GED 520 Child and Adolescent Development (3cr.)

Instructor: Janet Stearns

This course provides an analysis of developmental theories for school-age children and adolescents. Students will examine specifics of cognitive, social, emotional, moral and physical development. Stages and theories will be reviewed from an interdisciplinary perspective and related to implications for learning.

GED 526A: Neuroscience, Mindfulness, and Sustainability: Implications for the K-12 Classroom (3 cr.)

Instructor: Sam Crowell

Neuroscience is increasingly used to explain learning, but how does it apply to teaching? Mindfulness is gaining widespread attention for its ability to increase concentration, build resilience, and decrease stress, but how can it be effectively implemented in schools?  Sustainability may be the greatest challenge of our time, but how can a values-based approach be integrated into a classroom or school culture? This course will explore how these three seemingly disparate educational developments can work together to create engaged learning environments leading to higher level thinking and creative applications. It will combine lectures with active workshops and is designed to be relevant to all grade levels and subject areas.

GED 526B Bringing Student Learning Forward through Effective Intervention (3 cr.)

Instructor:  Matt Hajdun

Today’s classrooms are more diverse, and the academic expectations are higher than ever before. Our ever changing classrooms bring about increasing levels of student need which we can address through effective differentiation and intervention.  The emphasis of the course is on decomposing the practice of intervention into its critical components and reviewing the research on best practices for each aspect.  The course will explore the role of assessment in the intervention process and how to use assessment data to form targeted groups along learning continuums.  Participants will examine how differentiation fits into an intervention model, and construct a practical framework for including the RTI model in their classroom/school.  In a summative project, students will design their own academic intervention including the assessments and supports needed for students below, meeting and above the grade level expectation.

GED 529: Personalized Learning (3 cr.)

Instructor:  Don Taylor

Personalized Learning has long been viewed as best practice in education. When students are well known by their teachers; when their interests, motivations and aspirations are used to plan curriculum, instruction, and assessment; and when their journeys toward post-secondary opportunities are well structured; students are more successful. In 2014, the State of Vermont passed Act 77 which requires all schools to institute Personalized Learning Plans for students in grades 7-12. This course will explore the conceptual frameworks that ground the concept of personalized learning and critique these frameworks and how schools have chosen to use them. Participants in the course will create their own personalized learning plan for the course and propose a plan for personalized learning in their classroom, school, and/or district. Guest speakers will share with course participants their implementation of personalized learning plans and those practices aligned.

 



GED 535 Children's Literature: Author and Illustrator Study (3cr.)

Instructor: Anita Silvey

After the instructor presents the components of a successful picture book, seven author-illustrators will be traced from their first book to their final work -- Virginia Lee Burton, James Marshall, Ezra Jack Keats, Lois Ehlert, Eric Carle, David Wiesner, and Laura Vacarro Seeger. Class members will read and evaluate the works of these creators and in the final class present an author study. Drawing on forty years of experience in publishing and reviewing books, Anita Silvey will model different approaches to author units and help each student execute a final project that can be used in the classroom or library.

GED 542 Differentiated Curriculum in the K-12 Classroom (3cr.)

Instructor: Beth Peterson

Students will explore the principles and elements of differentiated instruction, a term identified and defined by the work of Carol Tomlinson.  Students will also learn basic elements of Understanding by Design and the connections between the two ideas.  We will study instructional and management strategies that help teachers respond to students according to their readiness, interests, and learning profiles. We will focus on ways to differentiate the content, the learning process and products for all students. We will use the Vermont Grade Level Expectations or the Common Core. This course is specifically designed for practicing classroom teachers.

GED 558A Educator as Researcher (3cr.)

Instructor:  James Nagle

GED 558B Educator as Researcher (3cr.)

Instructor:  Amy Cole

This course introduces educators to the world of educational research so that they will be able to read qualitative and quantitative studies intelligently, and design and conduct teacher action research projects. The overall purpose of this course is to prepare educators to use educational research methods as investigative tools to address educational issues. Beginning with an overview of the epistemological assumptions behind different kinds of research approaches, the course will explore various types of research methods. Educators will develop skills in research design, data collection and analysis to create a research proposal for their capstone project. Required writing assessment for Candidacy included in course.


GED 595 Launching & Developing a Writers’ Workshop in the Elementary Grades (3cr.)

Instructor: Libby Bonesteel

This course explores the components of writing workshop in the elementary grades (K-6). Participants focus on the structures on workshop teaching; learning the continuum of strategies writers draw from and how to teach those within a conference or small group; planning at the unit, whole group, small group, and individual levels; giving productive feedback to students; and changing our mindsets to support the most challenged writers. Participants will be designing a unit of study to put in action in their classrooms. The Common Core will be studied as a document that centers the work within the writing workshop. TEXTS: The Writing WorkshopWorking Through the Hard Parts (And They're All Hard Parts), Katie Wood Ray w/ Lester Laminack, 2001 by National Council of Teachers of English and Seft-Directed Writers: The Third Essential Element in the Writing Workshop 2013 by Leah Mermelstein.

GED 607 Literacy Instruction for Readers Who Struggle (3 cr.)

Instructor: David Mendenhall

The What Works Clearinghouse, the International Reading Association, and the National Council of Teachers of English have all examined research on effective classroom and intervention practices for struggling adolescents. This course is designed to build on this knowledge base as we explore ways to assess and adjust literacy instruction to the strengths and needs of adolescent students.

GED 618 From Assessment to Action: Using Data to Transform Schools (3cr.)

Instructor:  John Barone

This course will provide students with an understanding of the cultural shifts inherent in schools evolving from NCLB legislation and the increased focus on monitoring student learning. Students will develop the necessary understandings and tools to make connections between Vermont's grade expectations, the Common Core, local curriculum and formative and summative assessment of student learning. Students will explore ways to use state and local student assessment data to make decisions about instruction, professional development and school/supervisory union based action planning. Students will develop an understanding of curriculum in the context of standards, assessment, instruction and student learning. Students will need access to school assessment data that will be used throughout the course. Students without a teacher license require instructor approval. The course syllabus and reading material will be sent to participants prior to the beginning of the course.

GED 631 Development, Learning, Behavior and Individual Differences (3cr.)

Instructor: Judith Christensen

This course examines cognitive, emotional, behavioral and social development from birth through early adulthood, considering how development impacts learning at all stages.  Students examine how educational learning theory relates to cognitive, emotional, behavioral and social development. In addition to a comprehensive review of developmental and learning literature, each student has the opportunity to engage in self-directed learning by selecting a relevant topic and creating a project that is either student-based or curriculum-based.   

Students will have the second to the last week free of class meetings to work on their selected projects to present the last week.

GED 635 Middle Grades Summer Institute (3cr.)

Must register through Middle Grades Collaborative, see below.Monday – Friday, June 22-26, 8:00 am – 4:00 pm.  Follow up conference is January, 2016.
To be held at Vermont Technical College, Randolph.

The Middle Grades Collaborative offers an annual intensive week-long institute for middle-level educators.  The major goal of the institute is to foster young adolescent development where every student becomes an intellectually reflective person, a person en route to a lifetime of meaningful work, a good citizen, and a caring and ethical individual.  Courses include (Please pick one strand):

  • GED 635A:  Middle Grades Organization
    GED 635B:  Middle Grades Curriculum   
    GED 635C:  Embedded Literacy in Middle Grades
    GED 635D:  Brain Based Education for Young Adolescents
    GED 635E:  Middle School is Not a Building
    GED 635F:  Middle Grades Learners and Technology
    GED 635J    Advance Literacy for Common Core Standards
    GED 635K:  Personalized Learning in the Middle Grades 

    Participants select one of the above courses. The first four courses can be credited toward a middle level endorsement. Individuals and teams of teachers seeking further professional development in middle grades philosophy and practice are encouraged to enroll in Middle School in Not a Building and Middle Grades Learners and Technology, or Personal Learning in the Middle Grades.

For registration and information please contact James Nagle at Saint Michael's College, jnagle2@smcvt.edu. Costs for the Institute are: $1,300 for non-credit; and $1,800 for credit. Tuition includes room and board, but residency is not required. Checks and money orders are payable to the Middle Grades Collaborative. middlegradescollaborative.org

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 643 Instruction of Students with Learning Challenges in the Area of Language Arts: Elementary Level (3cr.)Instructors: Sarah Schoolcraft and Mandy Couturier

Held at John F. Kennedy Elementary School, Normand Street, Winooski

This course provides an in-depth study of sound instructional practices and materials to use with unsuccessful learners based on an analysis of the learner’s strengths and weaknesses in the area of reading and written language. Methods used to teach reading, spelling, study and writing skills are covered. The emphasis is on working with students in elementary schools. Course times include practicum experience.

 

GED 651 Hands On! Learning in and through the Visual Arts (3 cr.)

Instructor:  Ann Joppe-Mercure

Classroom teachers and arts teachers are invited to explore and celebrate the power of the visual arts.  Through hands-on activities participants will experience art making in a variety of mediums while learning how to design integrated standards-based lessons with authentic assessment. Students will make connections to interdisciplinary themes, 21st century learning goals and the Common Core.  With guidance and support, participants will work on technique and vision.  Projects will be applicable to both the classroom and to one's growth and enrichment as an artist.  A $50.00 materials fee is required and due at registration.

 

GED 668 Administration and Interpretation of the Woodcock-Johnson IV (3cr.)

Instructor:  Rich Reid

The Woodcock-Johnson Psycho-Educational Battery - Fourth Edition (WJ-IV) is a wide-range, comprehensive set of individually administered tests for measuring cognitive abilities, academic achievement, and oral language development.  The WJ-IV has been updated to reflect the contemporary research on cognitive abilities, to increase utility relative to determining special education eligibility, to provide greater diagnostic capabilities to inform instruction, and to reflect the research regarding language development and overall academic achievement.  Through participation in this course, participants will learn about the tests, factors, and scoring options that result from the administration of this test battery.  Students will also learn to administer, score, and interpret the WJ-IV.  Classroom discussions, demonstrations, and activities will be supplemented by three complete administrations of the battery.  Students who successfully complete this course will have met the training criteria recommended by the authors and publisher of the WJ-IV.  The course will also include a discussion of a variety of essential related topics such as Vermont's special education eligibility criteria as they relate to tests and scoring options.  The WJ-IV will also be thoroughly examined in regard to its use within Responsiveness to Intervention (RtI) model of student support. 

GED 673A Educator as Artist: Personalized Learning, Teaching, and Engaging in the Artistic Process (3 cr.)

Instructor:  Julian Bradshaw

Do you have a creative passion that is untapped or an artistic avenue you haven’t had the courage to explore yet?  Are you interested in discovering how personalized learning can help you structure your creative process and subsequently help when structuring the learning plans for your students? This immersive course is designed for educators from any discipline and grade level seeking an opportunity to explore how differentiated, individualized and personalized instruction can fuel student interest and engagement.  Together we will model how to build an interactive and supportive learning environment that personalizes investigation in visual art, dance, poetry, music, theater, creative writing, or multimedia. From individualized projects to student-led critiques, peer mentoring to developing e-portfolios, the focus will be on creating personalized learning strategies for the classroom while reigniting your own artistic passion in an area of your choice.  This course is designed for both those who wish to begin again with their artistic journey and those who have experience with art making.  


GED 684 School and Community (3cr.)

Instructor: Valerie Gardner

This course introduces current and prospective educators and administrators to the ever changing, but closely coupled, relationship between school and community. Emphasis will be placed on how the community informs what happens in schools, and how the schools, in turn, influence the community. The course will also look closely at the role played by economic, political and social forces.

GED 695 Teaching K-8 Science and Engineering (3cr.)

Instructor: Tim Whiteford

This course is designed to explore the many facets of teaching science and engineering at the K-8 levels. Course participants will explore Inquiry-Centered Science and Engineering concepts and skills through a variety of hands-on, minds-on activities.  Course topics will include an exploration of the New Generation Science Standards as well as State and local science and engineering standards, instructional resource materials, selected science and engineering programs, the application of technology in science and engineering education as well as ways students construct a meaningful understanding of science and engineering concepts. A $25.00 materials fee is required and due at registration

GED 699 Capstone Seminar (3cr.)

Instructor: Claudine Bedell

This course supports students as they complete the M.Ed. program. Before taking GED 699, students will need to have taken GED 558: Educator as Research, will need to have written their Research Proposal, and will need to have been granted Institution Review Board (IRB) approval for their research. Students will have taken a semester off to collect and record their research and will come to GED 699 prepared to analyze their data and finish the other components of their Capstone research paper. Students will also prepare and perform their final presentation demonstrating their in-depth understanding of their research topic. Research and writing skills, critique and reflection, and expressive presentations are included.

Note: GED 558 and GED 699 are required for the Masters in Education.

Prerequisites:
A research proposal approved by GED 558: Educator as Researcher instructor, an IRB approval letter, and all data collected and recorded. If any part of the prerequisites are not met, please contact the instructor of the course.

Fall 2015 Graduate Education Courses

Course Code Day Scheduled Course Name and Credits Instructor(s) Time

MONDAY

GED 516A Educational Foundations: Understanding the Past and Creating the Future (3)  Amy Saks Pavese 5:00pm-7:30pm
GED 606 Literacy Development and Instruction K-8 (3) Kristin Gehsmann 5:00pm-7:30pm
GED 612 Math and Diversity (3) Time Whiteford 5:00pm-7:30pm
GED 669

Storytelling, Poetry-Reciting and Readers' Theater  (3)

(September 14- December 7)

Joan Robinson  5:00pm-8:00pm
TUESDAY
GED 550 Student Teaching Internship (6 cr.) Students register with GED 555 Karen Donovan  School Schedule
GED 555 Student Teaching Seminar (3 cr.) Students register with GED 550  Kristin Gehsmann 3:45pm-5:45pm 
GED 632 Assessment of Students within General and Special Ed (3) Rich Reid 5:00pm-7:30pm
GED 636 Special Education Leadership (3)

Prerequisites 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)

Mary Lundeen 5:00pm-7:30pm
GED 641 Teaching in an Inclusive Classroom K-12 (3)
Pre-requisite: Must have taken GED 522 or have Elementary Education License.
Beth Peterson 5:00pm-7:30pm
GED 674 Multicultural Arts (3)
A $50.00 materials fee is required and due at registration.
Ann Joppe-Mercure 5:00pm-7:30pm
WEDNESDAY
GED 509 Integrative Curriculum (3) Aostre Johnson 5:00pm-7:30pm
GED 558 Educator as Researcher (3)
Instructor approval needed, paper registration only.
Claudine Bedell 5:00pm-7:30pm
GED 572 School Leadership (3)    Jay Nichols 5:00pm-7:30pm
GED 661 Instructional Programs for Students with Disabilities (Direct Service Practicum) (4) Every other Wednesday starting 9/2. Karen Donovan 3:45pm-6:00pm
GED 693 Integrating Art, Social Studies and Language Arts: K-8 (3) Jonathan Silverman  5:00pm-7:30pm
THURSDAY
GED 511 Fundamentals of Curriculum (3) John Barone 5:00pm-7:30pm
GED 530 Literacy in Middle and Secondary Schools (3) Becky Wigglesworth 5:00pm-7:30pm
GED 522 Teaching Literacy in the Elementary Classroom (3) Jessica Eaton 5:00pm-7:30pm
GED 640 Language and Learning (3)
Beth Peterson 5:00pm-7:30pm
ONLINE      
GED 565 Computer-Assisted Language Learning (3) Cross listed with GSL 520 Christine Bauer-Ramazani

Online

 

GED 509 Integrative Curriculum (3cr.)

Instructor: Aostre Johnson

Wednesday, 5:00pm-7:30pm

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

Tuesday, 5:00pm-7:30pm

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  Educational Foundations: Understanding the Past and Creating the Future (3cr.)

Instructor: Amy Saks Pavese

Monday, 5:00pm-7:30pm

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: Jessica Eaton

Thursday, 5:00pm-7:30pm

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 530 Literacy in Middle and Secondary Schools (3 cr.)

Instructor: Becky Wigglesworth

Thursday, 5:00pm-7:30pm

In this course students examine the development of literacy skills in the content area through theory, resource analysis, case studies, and personal reflection. Students explore and design curriculum for the concurrent instruction of reading, writing, and other literacy skills within their content areas.  Vermont Standards and Grade Expectations and Common Core State Standards are reviewed and integrated throughout the course as students create ways to address the standards in middle and secondary classrooms and curricula.



GED 550 Student Teaching Internship (6cr.)

Includes Art, Elementary Education, English Language Learners, Middle and Secondary Licensure Programs.  Students register for this with GED 555 Student Teaching Seminar at the same time.  

GED 555 Student Teaching Seminar (3cr.)

Instructor:  Kristin Gehsmann
Tuesdays, 3:45pm-5:00pm
Taken concurrently with the student teaching internship (GED 55)), 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.

GED 558 Educator as Researcher (3cr.)

Instructor: Claudine Bedell
Wednesday, 5:00pm-7:30pm
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 565 Computer-Assisted Language Learning (ONLINE) (3cr.)

Instructor:  Christine Bauer-Ramazani

Participants learn how to incorporate computer and mobile technology into flipped classroom lessons that enhance the skills of English language learners (K-12, adult) through project-based activities, including newsletters, animated slide shows, and free Web-based multimedia and assessment tools. Participants construct an interactive/collaborative portfolio Web space (Wiki) for teaching and learning, review current research and follow the professional dialogue about technology in the classroom. They discuss the effectiveness of technological media through peer reviews and critical evaluation of Web sites and/or courseware. Course meets requirements for ESL licensure. Cross-listed with GSL 520.

GED 572 School Leadership (3cr.)

Instructor: Jay Nichols

Wednesdays, 5:00pm-7:30pm

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 606 Literacy Development and Instruction K-8 (3cr.)

Instructor:  Kristin Gehsmann
Mondays, 5:00pm-7:30pm

This course is designed for licensed teachers and will focus on literacy development and instruction in grades preK-8.  We will explore the research and “best practices” in literacy instruction with a particular emphasis on differentiated instruction within the context of the new Common Core Standards. (Pre-licensure students are encouraged to take this course after student teaching.)

GED 612 Math and Diversity (3 cr.)

Instructor:  Tim Whiteford

Thursdays, 5:00pm-7:30pm

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

Tuesdays, 5:00pm-7:30pm

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

Pre-requisites Include:

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

Thursdays, 5:00pm-7:30pm

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

Tuesdays, 5:00pm-7:30pm

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: Karen Donovan

Every other Wednesday starting September 2nd, 3:45pm-6:00pm

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 (September 14 - December 7)  

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 671 The Art of Bookmaking: Craft, Structure, and Creativity (3 cr.)

Instructor:  Ann Joppe-Mercure

Thursdays, 5:00pm-7:30pm

Educators from all disciplines and grade levels are invited to explore traditional and nontraditional bookmaking structures and their application to innovative curriculum for 21st Century learning.   Participants will create unique book projects, produce a working portfolio of handmade papers and book models, and examine the creative process through readings and discussion.  Projects will model performance based interdisciplinary learning through the Common Core anchor standards of Craft and Structure, and Integration of Knowledge and Ideas.

No previous bookmaking experience is required.  A materials fee of $30.00 is due at registration.

 

GED 674 Multicultural Arts (3 cr.)

Instructor:  Ann Joppe-Mercure

Tuesdays, 5:00pm-7:30pm

This course will combine the discipline of visual arts with the concept of multicultural studies. By engaging in hands-on projects, using artifacts, going on field trips, and discussing professional readings, participants will learn to integrate multicultural studies into their curriculum. The major themes of the course include inquiry based exploration of cultural artifacts, similarities across cultures and folk art. Connections will be made to the Common Core’s goal of understanding other perspectives and cultures. This course fulfills the integrated arts requirement in the Arts in Education concentration. A $50.00 materials fee is due upon registration.

 

GED 693 Integrating Art, Social Studies and Language Arts: K-8 (3 cr.)

Instructor: Jonathan Silverman

Wednesdays, 5:00pm-7:30pm

Through critical investigation participants make connections between historic events, social issues, visual culture, globalization, geography, and artistic expressions.  We will use literature, art, primary sources, museums, performances, letters, and articles to widen our interdisciplinary scope of curriculum and address the Common Core and state and national standards. From Civil War to Civil Rights and from Immigration to the United States and Migration from the Dust Bowl we will examine the characteristics of content and dispositions that lead to civic engagement and critical and creative voice.  To develop our supportive and engaging community we honor multiple perspectives and intelligences, work collaboratively, and encourage risk taking.  Any performance fee will be additional and payable by the student.



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  for Endorsements:

Practicum experiences allow students to apply theory in a setting related to their area of study.

School Leadership Practicums (with Valerie Gardner):

GED 688C Practicum: Administrative/Principal (6 cr. - 3 credits each semester for two semesters)

GED 688E Practicum: Director of Special Education (6 cr. -3 credits each semester for two semesters)

GED 688F Practicum: Director of Curriculum (6 cr. - 3 credits each semester for two semesters)

GED 688D Practicum: Reading Teacher (3 cr.) Note: students must alert Kristin Gehsmann, kgehsmann@smcvt.edu, of their intention to register for this practicum by October 15th for the spring semester and by February 15th for the fall semester.


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