Fall 2016 Graduate Education Courses - Classes held Labor Day, 9/5
||Educational Foundations: Understanding the Past and Creating the Future (3)
||Literacy Development and Instruction K-8 (3)
||Math and Diversity (3)
School Leadership Practicum for: Principal, Director of Curriculum or Director of Special Education - Part II
(2 cr.) (Part III is SP17 for 2 cr.)
First class is September 12th.
||Student Teaching Internship (6 cr.) Students register with GED 555 (Paper registration)
||Student Teaching Seminar (3 cr.) Students register with GED 550
||Educator as Researcher (3 cr.)
Instructor Approval Needed, paper registration only.
||Assessment of Students within General and Special Ed (3)
||Special Education Leadership (3 cr.)
|Teaching in an Inclusive Classroom K-12 (3)
Pre-requisite: Must have taken GED 516 Educational Foundations.
||Integrative Curriculum (3)
||School Leadership (3)
||Special Education Practicum & Seminar: Part 1 (Every other Wednesday starting Sept. 7th) (4 cr.)
||Heroes, Art & Social Justice: Aesthetic Perspectives (3 cr.)
||Fundamentals of Curriculum (3)
||Literacy in Middle and Secondary Schools (3)
||Teaching Literacy in the Elementary Classroom (3)
||Language and Learning (3)
||Oral Traditions & Literacy: Readers' Theater, Poetry Slams and Storytelling (3 cr.)
Dates: September 1 - December 1
||Computer-Assisted Language Learning (3) Cross listed with GSL 520
Registration must be completed by August 15, 2016.
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 516 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.)
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.
Instructor: Jessica Eaton
GED 530 Literacy in Middle and Secondary Schools (3 cr.)
Instructor: Becky Wigglesworth
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: Claudine BedellTuesdays, 3:45pm-5:00pm
Taken concurrently with the student teaching internship (GED 555), 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: James Nagle
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. Please request a paper registration form from Karen Abbott, firstname.lastname@example.org.
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. Must be registered by August 15, 2016.
GED 572 School Leadership (3cr.)
Instructor: Dan French
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
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: John Tapper
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, 5:00pm-7:30 pm
Participants should have:
- Course/knowledge regarding special education law (GED 633 Legal and Professional Issues in Special Education)
- Course/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
applying the principles of leadership, special education finance, and analyzing related services. 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: Tania Hayes
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: Cathy Quinn
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. Prerequisite: Taken GED 516 Educational Foundations: Understanding the Past and Creating the Future.
GED 661 Special Education Practicum & Seminar: Part 1 (4cr.)
Instructor: Tania Hayes
Every other Wednesday starting September 7th; 4:00pm-6:15pm
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 internship for students in the Special Education Program.) Limited to students completing the Special Education Program. Permission of instructors required.
GED 669 Oral Traditions and Literacy: Readers’ Theater, Poetry Slams and Storytelling (3 cr.)
Instructor: Joan Robinson
Thursdays, 5:00pm-8:00pm, September 1 - December 1
Storytelling, readers’ theater, and poetry slams are just a few of the ways teachers can help improve students' motivation and engagement with the written and spoken word. 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 and national arts standards, class activities will help students investigate text through multiple lenses whether reading poetry, fiction, or informational text, and will be carefully scaffolded to meet all levels of performing experience.
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 School Leadership Practicum for: Principal, Director of Curriculum or Director of Special Education, Part II (2 cr.)
Instructor: Valerie Gardner
Mondays, 5:00pm - 7:30pm, First class is September 12.
Part I (Summer) (2 Credits)
Part II (Fall) (2 Credits)
Part III (Spring) (2 Credits)
This course is designed for students in School Leadership (Principal, Director of Special Education, and Director of Curriculum) who are seeking endorsements from the Agency of Education. The course includes a 300-hour internship, completion of a professional portfolio, and additional study in the areas of leadership. The course is broken into 3 parts and requires a Full Year commitment. Student will be expected to complete internship hours during the summer. Students will enroll in each part when the semester registration opens. They must be taken in sequence during one academic year.
Students will receive grades of Pass/Fail for Part I and Part II. A final grade will be given for Part III, spring semester.
GED 688D Practicum: Reading Teacher (3 cr.) Note: students must alert Kristin Gehsmann, email@example.com, of their intention to register for this practicum by October 15th for the spring semester and by February 15th for the fall semester.