Summer 2016 Graduate Education Courses
Courses offered, dates, and times subject to change. Summer registration opens February 1st for accepted students and February 29th for everyone . Paper registration form found under "Academic Forms". DESCRIPTIONS below list of courses.
||Success for all Students (3)
||Glenn Patterson and Andrea Griffin
8:00 am - 1:00 pm
||Becoming a Literacy Leader: Tools and Strategies for Success (3)
Prerequisite: at least 6 credits in literacy-related coursework at the graduate level.
|May 18 & June 1
July 19-21 and July 26-28
8:00 am - 1:15 pm
||Child and Adolescent Development (3)
|July 25 and 27
5:00 pm - 7:30 pm
August 1 - 5
9:00 am - 1:00 pm
9:00 am - 12:30 pm
||Nourishing the Inner Life: Mindfulness, Resilience, and Well-Being for Educators (3)
|June 20 - 30
8:30 am - 12:45 pm
||Dsylexia: Perspectives on Identification, Intervention and Collaboration (1)
||June 30 - July 28
5:00 pm - 7:30 pm
||Effective ELL Instruction for the K-8 Classroom Teacher (3)
||June 20-23 and
8:00 am - 12:45 pm
||Children's Literature: Author and Illustrator Studies (3)
8:30 am - 4:30 pm
8:30 am - 4:30 pm
||Educator as Researcher (3)
Approval by Instructor needed. Paper registration only.
||May 17 - July 12
4:00 pm - 8:00 pm
First Meeting: TBA
||Launching & Developing a Writers' Workshop in the Elementary Grades (3)
|July 25 - 29
August 1 -3
9:00 am - 1:45 pm
||Literacy Instruction for Readers Who Struggle (3)
||June 27 - July 8
8:00 am - 12:15 pm
||From Assessment to Action: Using Data to Improve Schools (3)
8:00 am - 1:00 pm
||Development, Learning, Behavior & Individual Differences (3)
||M & W
||May 16 - June 22
5:00 pm - 8:30 pm
||Middle Grades Summer Institute (3)
(Please pick one strand; first 4 are for middle level endorsement. See list under descriptions). Contact James Nagle, email@example.com, or visit www.middlegradescollaborative.com. Must register through MGI.
At Castleton University
8:00 am - 5:00 pm
Follow-up conference in January, 2017 at UVM - Davis Center
||Teaching in an Inclusive Classroom K-12 (3)
||June 14 - August 9
4:00 pm - 8:15 pm
||Instruction of Students with Learning Challenges in the Area of Language Arts: Elementary Level (3)
Held at St. Francis School, Winooski.
July 11– 29
8:30 am - 11:30 am
At St. Francis School - Winooski
||Hands On! Learning in and through the Visual Arts (3)
A $50.00 materials fee is required and due at registration.
8:00 am - 12:30 pm
||Administration and Interpretation of the Woodcock-Johnson IV (3)
8:30 am - 3:30 pm
One follow-up Saturday in October, 2016.
||The Art of the Book (3)
A $50.00 materials fee is required and due at registration.
| July 5 - 8
July 11 - 15
9:00 am - 1:00 pm
|Educator as Artist: Personalized Learning, Teaching, & Engaging in the Artistic Process (3)
A $10.00 materials fee is required and due at registration.
T & Th
|June 4, 9:00 am - 1:00 pm
June 28 - July 21
3:00 pm - 7:00 pm
||School and Community (3)
June 20 - July 1
8:00 am - 12:15 pm
||School Leadership Practicum for: Principal, Director of Curriculum, Director of Special Education - Part 1 (2)
Full year practicum - 2 credits per semester, must be taken in sequential order. Paper registration form required, approval by instructor needed. See description below.
| Valerie Gardner
||May 25, June 1
5:00 pm - 7:30 pm
(August meeting will be scheduled later)
||Teaching K-8 Science and Engineering (3)
A $25.00 materials fee is required and due at registration.
||June 27- July 8
9:00 am - 1:00 pm
||Capstone Seminar (3)
Needs Instructor Approval. Prerequisite: Research proposal approved by GED 558 Educator as Researcher instructor, an IRB approval letter and all data collected an recorded.
|June 1, 8, 15
4:30 pm - 8:30 pm
June 22, 29, July 6, 13, 20, (Th) July 21
12:00 pm - 4:30 pm
(20th & 21st are presentation days)
GED 508A Success for All Students (3cr.)
Instructors: Glenn Patterson and Andrea Griffin
M-Th: July 11-21, 8:00 am – 1:00 pm
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 510 Becoming a Literacy Leader: Tools and Strategies for Success (3 cr.)
Instructor: Gayle Moskowitz
Wednesdays, May 18 and June 1, 5:00-8:00 pm
Tuesday-Thursday, July 19-21 and July 26-28, 8:00 am – 1:15 pm
This interactive and student-centered course is designed to provide students with the knowledge and skills necessary to lead improvements in literacy instruction and student achievement in their schools or districts. Various models of literacy leadership, professional development, literacy instruction and literacy intervention will be examined. It is strongly recommended that students be currently working in a school in order to fulfill the project requirement for this class. This course is highly recommended for students in the M.Ed. and C.A.G.S. Reading Concentrations. It is open to all graduate education students interested in leading improvements in literacy instruction and intervention. Prerequisites: At least 6 credits in literacy-related coursework at the graduate level.
GED 520 Child and Adolescent Development (3cr.)
Instructor: Jenny Stearns
M, W: July 25, 27, 5:00-7:30 pm
M-F, August 1-5, 9:00 am – 1:00 pm
M-Th, August 8-11, 9:00 am – 12:30 pm
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 Nourishing the Inner Life: Mindfulness, Resilience, and Well-Being for Educators (3 cr.)
Instructor: Sam Crowell
M-F, June 20-30, 8:30 am – 12:45 pm
This course recognizes the pressures and stresses that are part of the everyday lives of educators. It affirms that when teachers and administrators nurture their own lives, there is a positive difference in their professional lives as well. Using research from the neurosciences, various contemplative practices, and recent research based on the science of happiness, the course will guide students to a more conscious approach to living, as well as to relationships and teaching in educational settings. The course is relevant for all educators at all levels.
GED 526B Dyslexia: Perspectives on Identification, Intervention and Collaboration (1 cr.)
Instructor: Fran Toomey
Thursdays, June 30 – July 28, 5:00 pm -7:30 pm
This course is designed to provide participants with a broad orientation to dyslexia, considering the views of students, parents, teachers and special educators. The course will address issues of definition, identification, assessment and eligibility for Special Education. Instruction at Tires 1, 2 and 3 will be the main focus. Students will have the opportunity to compare instructional approaches, develop criteria for choosing an approach, and plan an intervention for students at a specific level.
GED526C Effective ELL Instruction for the K-8 Classroom Teacher (3 cr.)
Instructor: Matt Hajdun
Monday-Thursday, June 20-23 and July 11-14 from 8:00 am – 12:45 pm
The majority of US classrooms now include English Language Learners whose language acquisition is the responsibility of the classroom teacher. In this course specially designed for K-8 classroom teachers, participants will explore the guiding principles of language acquisition and learn specific research-based strategies for working with English Language Learners in literacy and the content areas. The course will focus on approaches to increase student engagement and scaffold language development, including general academic and discipline-specific vocabulary. In a summative project, students will modify a unit plan of their choice to meet the needs of language learners at three distinct levels of language proficiency. Students will learn practical, research-based strategies that support learning for all students in their classrooms, and are essential for English Language Learners.
GED 535 Children’s Literature: Author and Illustrator Study (3cr.)
Instructor: Anita Silvey
Monday-Thursday: July 11-14, and August 12, 8:30 am – 4:30 pm
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 558 Educator as Researcher (3cr.)
Instructor: James Nagle
First Meeting TBA
Tuesdays, May 17 – July 12, 4:00 PM – 8:00 PM
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. Registration requires approval by instructor.
GED 595 Launching & Developing a Writers’ Workshop in the Elementary Grades (3cr.)
Instructor: Libby Bonesteel
M-F July 25-29
W-F August 1-3, 9:00 am – 1:45 pm
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 Workshop: Working 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 Adolescent Readers Who Struggle (3 cr.)
Instructor: David Mendenhall
M-F, June 27 – July 8, 8:00 am – 12:15 pm
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: Dan French
Dates: July 18-29, 8:00 AM – 1:00 PM
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. Access to some element of student performance data (class, grade, school-wide) required or otherwise arranged with instructor prior to initial class).
GED 631 Development, Learning, Behavior and Individual Differences (3cr.)
Mondays and Wednesdays, May 16 – June 22, 5:00 PM – 8:30 PM
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 27-July 1, 8:00 am – 5:00 pm. The Institute will be at Castleton University.
Follow up conference is January, 2017. To be held at Davis Center, University of Vermont.
Please pick one strand (first 4 are for middle level endorsement):
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 635K: Personalized Learning in the Middle Grades
GED 635L: Flexible Pathways for 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, Middle Grades Learners and Technology, Personalized Learning in the Middle Grades or Flexible Pathways for the Middle Grades.
For registration and information please contact James Nagle at Saint Michael's College, firstname.lastname@example.org or visit www.middlegradescollaborative.org.
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, 227 Leap Frog Hollow, Montpelier, VT 05602.
GED 641 Teaching in an Inclusive Classroom K-12 (3cr.)
Instructor: Cathy Quinn
Tuesdays, June 14 – August 9; 4:00 PM – 8:15 PM
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.)
Monday - Friday, July 11 – July 29, 8:30am-11:30am
Held at St. Francis School, 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
Tuesday-Friday, June 21--30, 8:00 am – 12:30 pm
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 (3 cr.)
Instructor: Rich Reid
Monday-Friday, August 1 – 5, 8:30 am – 3:30 pm.
Follow-up: one Saturday in October 2016
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 The Art of the Book (3 cr.)
Instructor: Ann Joppe-Mercure
Monday-Friday, July 5-15 (no class 7/4), 9:00 am – 1:00 pm
Educators and students are invited to explore and create in this studio course addressing the art of the book. Participants will experiment with forms, structures, materials, and concepts as we investigate the limitless possibilities of the Book. By surveying the historical need to record and contain knowledge and by examining the work of contemporary book artist students will gain a foundation for their own creative expression of ideas and meaning. Students will make a working portfolio of paper treatments, book models and altered structures then create their own individual art books.
The class will be a working model of a 21st century collaborative community supporting the creative process through practice, constructive criticism, reflecting, and refining technique. The Common Core anchor standards of Craft and Structure and Integration of Knowledge and Ideas will be addressed.
No previous bookmaking or art experience required. Students who have previously taken GED 671 The Art of Bookmaking and/or GED 673 Science, Art and Bookmaking: Making Connections, are welcome in this class. A $50.00 materials fee is required and due at registration.
GED 675 Educator as Artist: Personalized Learning, Teaching, and Engaging in the Artistic Process (3 cr.)
Instructor: Julian Bradshaw
Saturday, June 4, 9:00 am -1:00 pm
Tuesdays and Thursdays, June 28 – July 21, 3:00 pm – 7:00 pm
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. A $10.00 materials fee is required and due at registration.
GED 684 School and Community (3cr.)
Instructor: Valerie Gardner
June 20 – July 1, 8:00 am – 12:15 pm
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 688 School Leadership Practicum
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.
Instructor: Valerie Gardner
Part I Schedule
May 25 – 5:00 – 7:30 PM
June 1st, 5:00-7:30 PM
August meeting to be scheduled
Part II and III
(monthly classes after for full year, dates will be given at the June meeting)
Registration requires approval by instructor.
GED 695 Teaching K-8 Science and Engineering (3cr.)
Instructor: Colleen Cowell
Monday-Friday, June 27 – July 8, 9:00 AM – 1:00 PM
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
Wednesdays: June 1, 8, 15; 4:30 PM – 8:30 PM
Wednesdays: June 22, 29, July 6, 13, 20, and Thursday July 21; 12:00 PM – 4:30 PM
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.
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 prerequisite is not met, please contact the instructor of the course.