This course is the introductory course to the education programs at Granite State College. The purpose is to examine the theoretical foundations of education in the United States. Historical, political, and social influences on the development of the education system are examined. Students develop their own educational philosophy and compare it to the philosophies which have shaped American education. A twenty-hour practicum is required.

This writing intensive course provides an overview of the historical, philosophical, and social foundations of the early childhood profession and how these roots influence current practice. Students examine the issues facing children, families, early childhood programs, and professionals. A variety of educational theories and models are reviewed with regard to how effectively they address the needs of children, parents, and communities. Students establish their own sense of professionalism with connections to the literature, organizations, and resources in the field and by articulating their personal philosophies of early childhood education.

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1. Trace the history of early childhood education and identify leaders and how they have influenced contemporary practices.
2. Explain and compare the contributions of major theorists and practitioners who have contributed to the field of early childhood education (e.g., Pestalozzi, Froebel, Montessori, Dewey, Piaget, Vygotsky, Erikson, and Gardner).
3. Compare and contrast the educational models of various programs including High/Scope, Montessori, Bereiter-Engelmann, Head Start, Bank Street, Reggio Emilia, and Waldorf.
4. Differentiate between programs such as nursery school, kindergarten, pre-school programs, and child care in terms of their funding, staffing, training, and regulations.
5. Demonstrate the ability to communicate effectively, in writing and verbally, with stakeholders (families, children, and/or co-workers) about the policies, procedures, and best practices in early childhood education.

This course addresses how to optimize children's learning through play and daily routines. Using theories of child development, participants analyze how the physical arrangement of the classroom and outdoor area can maximize development. Students plan an environment that meets safety and health needs, that allows for child directed choices and activities, and supports the child's physical, cognitive, language, social, and creative growth. Students apply practices to environments that are both developmentally and culturally inclusive.

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1. Explain the central role of play as a vehicle to children's learning.
2. Compare and contrast the elements required to successfully plan indoor and outdoor environments for children from infancy through age eight.
3. Design developmentally and culturally appropriate environments which are inclusive for all children from birth through eight years.
4. Evaluate existing environments according to nationally recognized standards of developmentally appropriate practice.
5. Identify materials and resources and explain how their use in early childhood settings fosters physical, cognitive, language, creative, and social development.

This course provides a hands-on approach to facilitating the creative development of children. Students explore their own creativity through a variety of media, including art, music, drama, and creative movement. The focus is on the creative process rather than products. Topics include definitions of creativity, how it affects domains of development, and ways it enhances learning. Students apply knowledge of developmentally appropriate practices and integrate them with creative experiences into a well-rounded curriculum that incorporates a variety of learning styles.

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1. Describe the nature of creativity and its role in social, emotional, cognitive, and physical development.
2. Demonstrate a working knowledge of the basic skills and content of each art form (art, music, creative movement, and drama) while exploring his/her own creativity.
3. Design developmentally appropriate arts experiences for children from infancy through age eight using a variety of arts materials.
4. Develop and evaluate integrated curriculum units which incorporate the arts as an essential strategy for promoting learning in the academic disciplines (language arts, science, math, social studies).
5. Analyze the organization of the environment in term of how effectively it provides for each art domain (individual child choice, special needs, and appropriate display of children's work).
6. Assess children's development by analyzing samples of creative work and formulate appropriate responses.
7. Develop and modify activities in the arts to accommodate young children with special needs in an inclusive setting, and promote comfortable, empathetic, and just interaction with diversity.
8. Critically reflect on best practices in utilizing creative arts to foster children's development.
9. Demonstrate the ability to communicate effectively, in writing and verbally, with stakeholders (families, children, and/or co-workers) about the policies, procedures, and best practices in early childhood education.

This course provides in-depth study of the development of children's language and communication skills from birth through age eight. Students identify the various developmental levels exhibited by children, and choose and create diverse materials to enhance language and literacy development. The course focuses on analyzing and creating language-rich programs designed to foster listening, oral and written language, and pre-reading and reading skills at the appropriate developmental level. Students formulate developmentally appropriate questions and responses to enrich the child's experience. The course addresses how everyday experiences can present opportunities for creating meaningful communication between children, their peers, and adults.

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1. Describe the importance of language and literacy skills to children's success in school and society.
2. Distinguish quality print-rich environments in which children can work and play. Apply principles of development in designing and implementing activities and curricula that promote language and literacy development.
3. Evaluate materials to enhance the language and literacy experiences of children from infancy through age eight.
4. Articulate the components of developmentally appropriate literacy events inclusive of children with special needs and diverse backgrounds.
5. Explain strategies for encouraging children to experiment with emergent forms of reading and writing.
6. Compare and contrast opportunities for children to use language and literacy for authentic purposes in school, home, and the community.
7. Use authentic forms of assessment to identify progress in language and literacy skill
8. Respect and accommodate children's developmental, cultural, and linguistic diversity.
9. Critically reflect on best practices in promoting language and literacy development in children. 1
10. Demonstrate the ability to communicate effectively, in writing and verbally, with stakeholders (families, children, and/or co-workers) about the policies, procedures, and best practices in early childhood education.

This course provides a comprehensive overview of health, safety and nutrition best practices in early care and education group settings. How best to promote the physical, mental, and emotional health of each child will be explored. State regulations, program procedures, and curriculum integration will be the focus of the course.

This course provides an overview of children’s social and emotional development and an exploration of factors that influence behavior. Topics include the impact of differing development, external factors, relationships, and stress and trauma on child development. Participants will analyze children’s behavior in a variety of situations and reflect on how children respond to stimuli. The role of adults in affecting positive development will be explored. Evidence based strategies and techniques for guiding positive behavior will be applied.

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1. Describe typical child development for the Domain of Social and Emotional Development referencing the NH Early Learning Guidelines.
2. Identify external factors that affect behavior in young children including cultural differences, family circumstances, environmental design, scheduling, and interpersonal interactions.
3. Explain the effects of Temperament Traits and Temperament Types in the social and emotional growth of young children.
4. Explain and compare current policy on school suspension and expulsions at the state and national levels.
5. Apply the Pyramid Model for Promoting Social Emotional Competence in Infants and young children and the DEC Recommended Practices in Child Engagement in working with children.
6. Identify and apply behavioral guidance strategies to support young children with challenging behaviors using a Protocol for Resolving Challenging Behaviors in a classroom setting.
7. Evaluate the impact of stress and trauma on children’s development and describe aspects and strategies of trauma informed care and services that can be applied in early childhood settings.
8. Analyze and evaluate situations where consultation, assessment, and referral may be recommended.
9. Critically reflect on best practices in effective support of children’s social and emotional growth and positive behavior guidance through self assessment of competencies and written assignments.

The course focuses on the cognitive development of children birth to age eight with emphasis upon the development and interrelatedness of math and science concepts. Using a hands-on approach, students explore the various materials used in learning centers to stimulate and develop children's logico-mathematical thinking. Students identify the various developmental levels of children's thinking and create developmentally appropriate materials and settings. The course emphasizes the application of developmental principles to investigate and devise experiences which employ mathematical reasoning and scientific processes.

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1. Identify and explain the stages of children's cognitive development, using multiple theoretical perspectives.
2. Apply the constructivist approach to explain and provide examples of how children develop mathematical and scientific thinking.
3. Describe the setting and materials appropriate to providing children with opportunities to expand mathematical and scientific understanding in the classroom and at home.
4. Apply their understanding of developmentally appropriate practice in planning curriculum that promotes logico-mathematical thinking in children through age 8 and accommodates children with special needs and diverse backgrounds.
5. Evaluate the effectiveness of various commercially developed math and science materials (including technology) for preschool and primary classrooms.
6. Apply principles of the Project Approach which integrate all aspects of curriculum based upon children's interests.
7. Analyze children's books and teacher resources for their use in developing scientific and mathematical thinking.
8. Critically reflect on best practices in facilitating scientific and mathematical thinking in children.
9. Demonstrate the ability to communicate effectively, in writing and verbally, with stakeholders (families, children, and/or co-workers) about the policies, procedures, and best practices in early childhood education.

This course is designed to provide early childhood educators with the ability to use a variety of assessment methods to determine the developmental levels and needs of young children. Students are introduced to the meaning and uses of authentic assessment as well as various tools and assessment strategies. The course addresses the interpretation of observational and assessment data to monitor children's progress, guide instructional practice, and identify and refer at-risk children.

This course focuses on promoting the optimal development of young children with special needs in an inclusionary early childhood setting. Building on a foundation of child development and the components of high-quality early childhood programs, students investigate specific physical, emotional, and psychological conditions which delay or modify the course of a child's healthy development. Students observe children with special needs in order to design adaptations in the curriculum and environment. Students develop strategies for collaborating with families and community services providers, based on a knowledge of legislative mandates regarding special education.

This course examines various ways of enhancing the young child's development through promoting positive interrelationships among child care providers, parents, and others in the community. Using an ecological systems framework, the course builds knowledge of the roles of diverse family structures, cultural identities, stressors and supports, economic circumstances, and community characteristics and resources in facilitating child development. Students develop skills needed for communicating effectively with families, facilitating parent education, and promoting family involvement with child care settings as well as utilization of community resources. NOTE: Prior completion of SOSC 604 Dynamics of Family Relationships is recommended.

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1. Explain how various aspects of family structures, parenting skills, ethnicity, and socio-economic status affect children's development and learning.
2. Demonstrate interpersonal communication skills that foster mutual respect and that encourage families to be active participants in their children's growth and development.
3. Explain the different types of educational approaches available for working with parents (e.g. workshops, support groups, family conferences).
4. Design and implement at least one educational experience, or assemble at least one set of materials, to enhance family member's knowledge of child development and capacity to support early learning in the home.
5. Describe and evaluate various approaches to enhancing family literacy and numeracy, and knowledge of health and safety practices as they relate to optimal child growth and development.
6. Explain strategies for involving parents/family members with child care providers as partners in promoting learning and accessing community services.
7. Describe various approaches to early intervention screening and assessment for children who may benefit from health or community services.
8. Explain appropriate methods of linking families to resources and processes for referral to health, mental health, English as a Second Language (ESL), Adult Basic Education (ABE), and economic assistance services and/or agencies as appropriate.
9. Critically reflect on best practices for promoting strong positive interrelationships among families, early care and education, and communities through written assignments and through selection of work samples for their professional portfolios. 1
10. Demonstrate their reflective learning skills and professional growth in NAEYC Standards by selecting a completed assignment and submitting a written reflection for their portfolio as a culminating experience if appropriate for their major.

In this course early childhood educators who are primary supervisors of teachers or assistant teachers explore the various dimensions of their role. Based on concepts of adult development and the stages of teacher development, participants learn how to establish mentoring relationships and balance supervisory responsibilities as they gain skills to guide new employees, set goals, provide feedback on performance, resolve conflicts, and create positive working environments.

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1. Explain the concept of mentoring and describe the qualities of a good mentor.
2. Identify alternative mentoring models and their value in developing professionals.
3. Analyze how the role of supervisor contrasts with the role of mentor.
4. Evaluate strategies for combining and complementing effective techniques for both mentoring and supervising employees.
5. Describe selected theories of adult development and analyze the implications of individual development for training, on-the-job learning, and formal education.
6. Integrate principles of culturally relevant anti-bias curriculum and identify potential prejudices that might interfere with appropriate practice.
7. Apply knowledge of stages of teacher development to interactions, goal setting, and feedback with employees.
8. Demonstrate awareness of the dynamics of roles within the workplace and skills needed to build trusting, supportive, long-term relationships with employees.
9. Employ effective communication skills including observation and feedback on employee performance, modeling and processing employee observations, the use of self-assessment, conferencing and conflict resolution. 1
10. Reflect on their own practice in teaching, supervising and mentoring to improve performance based on critical evaluation. 1
11. Demonstrate reflective learning skills and professional growth by selecting a completed assignment and submitting a written reflection for their portfolio as a culminating experience if appropriate for their major.

This course provides an overview of the various policies, procedures, and leadership practices that relate to the administration of quality early childhood programs. Topics include program development, budgeting and financial management, organizational structures, and staffing and supervision. The role of directors as leaders is explored. This course is designed for early childhood administrators, as well as for those aspiring to be directors. PREREQUISITE: EDU 550 Foundations of Early Childhood. NOTE: Prior completion of EDU 603 Family and Community Relations in ECE and EDU 551 Learning and Early Childhood Environments is recommended.

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1. Discuss the standards of quality as they relate to licensing, accreditation, and credentialing.
2. Explain the relationship between their philosophy of quality early care and education and program development and evaluation.
3. Create a budget based on philosophy, meeting standards of quality, and equitable compensation for staff.
4. Outline the components for effective family involvement including policies for payment, child health care, emergencies, and communication.
5. Construct a comprehensive framework for effective personnel including creating job descriptions, hiring practices, performance review, employment policies, and professional development plans.
6. Describe leadership styles of early childhood directors and the impact on effective management and supervision.
7. Critically reflect on best practices in effective early childhood program administration through written assignments and through selection of work samples for their professional portfolios if it is appropriate for their major.
8. Demonstrate the ability to communicate effectively, in writing and verbally, with stakeholders (families, children, and/or co-workers) about the policies, procedures, and best practices in early childhood education.

In this clinical course, students will examine the multifaceted role of the special education teacher as evaluator, consultant, case manager, and teacher. Courses taken throughout the teacher certification program support the development of skills for each of these roles. This is an introductory course designed to accomplish the following outcomes: (a) explore the Granite State College Digital Library; (b) introduce the American Psychological Association annotation and format requirements; (c) provide a beginning teacher with an organizational framework for the varying roles of a special education teacher; (d) provide an in-depth understanding of their case management responsibilities; e) plan for the effective supervision of paraeducators; f) introduce the reflective analysis of student work teaching and assessment cycle; and g) apply the components of systematic direct instruction in lesson plan development.

Through the development of lesson plans in this clinical course, students demonstrate knowledge and expertise of a variety of instructional methods and research-based strategies to improve learning for diverse student populations facing complex individual learning challenges. Students will research instructional strategies and metacognition to determine its effectiveness in increasing independence, enhancing learning, and developing thinking skills in mathematics. Through their understanding of the principles of instruction, assessment, remediation, and technology integration, students develop a comprehensive math unit.

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1. Identify Common Core State Standards (CCSS)-Math and respective IEP goals, and ISTE-Student standards to develop 2 units of five lessons in the area of math content. (1 unit f2f and 1 unit web-based)
2. Develop proficiency in reflective analysis of student work focusing on math content.
3. Utilize web-based authoring program to develop interactive online unit of five lessons.
4. Understand the foundations of learning and instruction.
5. Assess a student’s level of understanding in mathematics.
6. Develop skills for planning and monitoring performance (including formative assessment, reflective analysis and RTI).
7. Understand and know when to apply: Direct Instruction, Concept Teaching, Problem Based Learning, Questioning and Discussion/Discourse methods of instruction to lessons.
8. Teach specific instructional strategies to enhance student engagement or learning.
9. Write a research paper on the effectiveness of strategy based learning (activating cognition/metacognition) to improve educational outcomes for students. 1
10. Understand and analyze NHDOE’s Performance Plus.

In this non-clinical course, students develop expertise in using a variety of research-based strategies to improve learning for a diverse student population facing complex individual learning challenges. The use of technology is embedded throughout the course and is utilized and evaluated as a tool to enhance learning and teaching. Through their understanding of the principles of how human beings acquire language, reading, and mathematics skills, students determine the most efficient teaching methods to use with a student who requires specialized instruction.

This clinical course focuses on the components and processes involved in the development of Individualized Education Programs (IEPs). Under the supervision of a supervising practitioner, students review school records, observe IEP team meetings, consult with district evaluators, student and parents, analyze previously written IEPs and progress reports, and develop the skills necessary to prepare IEPs inclusive of transition plans. During the culminating activity of the course, students develop an IEP and transition plan as a vehicle for exploring the legal and ethical considerations and implications in the development, implementation, and evaluation of IEPs.

This clinical course examines the theoretical foundations of reading and the range of approaches to literacy instruction in the United States. Students explore the interrelated components of reading and writing and develop comprehensive strategies for supporting reading development for all children in grades K-8. In this course students observe classroom instruction in literacy, have opportunities to engage with children in using literacy strategies, and use a range of strategies to assess students' reading and writing. Fifty to sixty supervised clinical hours are required.

In this clinical course, students develop an understanding of language and literacy development from birth through grade three. Topics include the reciprocal connections between speaking and listening, rhythm and rhyme, communication activities, hearing and reading literature, stories, poetry, music, and written expression. Students engage in appropriate literacy interactions, activities, and assessments to meet the literacy needs of a diverse range of children. Students work with parents and care givers as partners in promoting literacy. The key components of reading (e. g. word recognition, fluency, phonological awareness, etc.) identified by the National Reading Panel for this age level are studied in depth. Granite State College students apply their knowledge of how young children develop their own reading skills using these key components of the reading process. Students then evaluate the effectiveness of their instruction.

This clinical course focuses on the tools and procedures involved in the evaluation and determination of education disabilities. Under the supervision of the district mentor, students review school records, observe an evaluation team meeting, consult with district evaluators, review a variety of assessment tools and evaluation reports, and develop the skills necessary to administrator and interpret some of the assessments commonly used by special education teachers. The culminating activity of the course is the development of a formal assessment report.

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1. Identify appropriate assessment tools, administer and interpret the assessments, and write a formal assessment report for two students.
2. Research and REFLECT on the legal and ethical responsibilities of a special education teacher.
3. Understand the basic terminology and scores in assessment.
4. Discuss with a qualified examiner the assessment tools typically used to measure intelligence, communication skills, academic skills, and other skills.
5. Understand evaluation team membership and how the above areas can affect academic learning.
6. Administer and interpret informal assessments including observations, criterion-referenced tests, and portfolio assessment.
7. Understand the role of formative assessment, response to instruction in relation to planning appropriate instruction.
8. Become familiar with reporting student progress, data based measurement, and response to intervention.
9. Administer and interpret formal assessments including a comprehensive standardized achievement battery and diagnostic assessments. 1
10. Write an informal and a formal assessment report. 1
11. Understanding of students with disabilities through fifty-five hours of clinical observation.

Technology is a necessary tool in teaching today's youth. In this clinical course, students focus on developing three broad skills: (1) how to design and teach an integrated social studies unit that challenges and assists K-8 students to think deeply, (2) how to incorporate into the plan a wide range of mostly constructivist instructional strategies, and (3) how to integrate a rich array of technology tools and digital educational content in a way that amplifies student learning.

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1. Develop and teach ten social studies lessons to students in grades K-8 using Understanding by Design (UBD) that address standards in the areas of Social Studies (at least two Strands: Civics, Economics, Geography, New Hampshire and United States History, World History and Contemporary Issues), and include cross curricular standards from the Arts, Literature, and Technology. (Pivotal Standard #1)
2. Use a constructivist approach, the rigor and relevancy framework, inquiry and problem based learning teaching methods to address equity for all learners. (Pivotal Standard #2)
3. Compare learning theories and the Rigor/Relevancy framework and its implication for teaching social studies.
4. Develop a web-based inquiry learning activity to enhance student learning, develop higher order thinking skills and integrate technology into a social studies unit.
5. Utilize collaboration and PLC’s to improve student learning.
6. Write a research paper that addresses the legal, ethical and cultural issues to consider when integrating educational technology into K through 12 schools.
7. Understand and demonstrate ability in formative assessment and reflective analysis of student work. (Pivotal Standard #3).
8. Complete clinical hours in K-8 environment: (fifty-five hours undergraduate, sixty hours post baccalaureate).

This clinical course focuses on learning theories and their application to science instruction. Students examine a variety of instructional strategies through readings, observation and participation in their clinical placements, and determine the appropriateness of each in the learning process. Topics include constructivist learning, differentiated learning, and an in-depth look at how the state and national standards guide science instruction. Additional topics include integrated STEM curricula, the appropriate use of technology, and effective formative, summative, and alternative assessment strategies. Students plan, teach and evaluate an integrated thematic unit with lessons that align with Next Generation Science Standards.

This clinical course focuses on mathematics learning theories and their application to middle school mathematics instruction. Students examine a variety of instructional strategies through readings, observation and supervised teaching. Topics include constructivist learning, differentiated learning, and an in-depth look at how the state and national standards guide mathematics instruction. Additional topics include integrated curricula, the appropriate use of technology, and effective formative, summative, and alternative assessment strategies. Students plan two, five-lesson mathematics units for two different grade levels, teaching and reflecting on lessons taught in one of the units. Depending on the certification program, a range of fifty to ninety supervised clinical hours are required.

This clinical course focuses on mathematics learning theories and their application to secondary mathematics instruction. Students examine a variety of instructional strategies through readings, observation, and supervised teaching. Topics include constructivist learning, differentiated learning, and an in-depth look at how the state and national standards guide mathematics instruction. Additional topics include integrated curricula, the appropriate use of technology, and effective formative, summative, and alternative assessment strategies. Students plan two, 5-lesson mathematics units for two different grade levels, teaching and reflecting on lessons taught in one of the units. Depending on the certification program, a range of fifty to ninety supervised clinical hours are required.

View Course Outcomes:

1. Apply Understanding by Design (UBD) to develop and apply mathematics unit plans to enable all students to construct new concepts through active participation in mathematical modeling, investigations, and problem-solving while improving mathematical habits of mind.
2. Integrate web-based technology into unit plans.
3. Analyze data from a variety of assessments to create an action plan to improve student learning.
4. Explore and apply systematic teaching and research-based learning strategies.
5. Explain various mathematical concepts through written explanations, examples, and formative and summative assessments.
6. Utilize technology to enhance student learning (advanced level).
7. Plan, implement, teach, and evaluate mathematics lessons, both face-to-face and online.
8. Explain why assessment is vital to successful mathematics instruction.
9. Utilize collaboration and PLCs to improve student learning. 1
10. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals. 1
11. Develop an understanding of mathematics instruction through ninety hours of clinical observation/teaching.

This clinical course focuses on learning theories and their application to elementary school mathematics instruction. Students research a variety of instructional strategies through readings, observation, and participation in a clinical placement and determine the appropriateness of each in the learning process. Topics include constructivist learning, differentiated learning, and an in-depth look at how the Common Core State Standards in Mathematics guide mathematics instruction. Additional topics include integrated curricula, the appropriate use of technology, and effective formative, summative, and alternative assessment strategies. Students plan two five-lesson mathematics units for two different grade levels, teaching and reflecting on lessons taught in one of the units.

View Course Outcomes:

1. Explore and apply systematic teaching and research based learning strategies.
2. Explain various mathematical concepts through written explanations, examples, and chapter tests.
3. Apply Understanding by Design (UBD) to plan, develop, and teach mathematics unit plans to enable all students to construct new concepts through active participation in mathematical modeling, investigations, and problem-solving while improving mathematical habits of mind.
4. Integrate web-based technology into unit plans.
5. Explain why assessment is vital to successful mathematics instruction.
6. Analyze data from a variety of assessments to improve student learning.
7. Develop an improvement plan reflecting strengths and weaknesses, and resources to help meet personal goal.
8. Enter the key assignments into the exit portfolio demonstrating attained skills.
9. Use RASWs to increase student achievement in mathematics. 1
10. Develop an understanding of mathematics instruction through fifty-five hours of clinical teaching/observation. 1
11. Utilize collaboration and PLCs to improve student learning.

This course provides an overview of the thirteen Individuals with Disabilities Education Act (IDEA) educational disabilities and the opportunity to explore the implications of disability on learning. Students will develop knowledge of specific disabilities including: definition, diagnosis, etiology, prevalence, characteristics, adaptive behavior, and systems of support and resources. Students will explore how disability impacts learning and access to the general education curriculum. Students will research and identify teaching strategies, Universal Design for Learning (UDL) strategies, interventions, and educational and assistive technologies to enhance learning and provide equity in the classroom for students with disabilities.

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1. Reflect upon the foundations of special education, changing views of disability, and the planning and delivery of special education services.
2. Consider issues in the education of linguistically and culturally diverse students.
3. Explain identification and teaching implications for students with learning disabilities and students with speech or language impairments.
4. Explain identification and teaching implications for students with mental retardation, autism spectrum disorders, and emotional/behavioral disorders.
5. Explain identification and teaching implications for students with physical, health, or low incidence disabilities.
6. Explain identification and teaching implications for students with sensory impairments.
7. Explore current research on how the brain works and its implications for education.
8. Explore the feelings of students with disabilities through reading books written by individuals with disabilities and observing various settings.

In this clinical course, students explore theory of social emotional development, preventative intervention strategies, and the characteristics of safe and supportive learning communities. Students examine specific strategies for motivating students and promoting positive relationships between colleagues, students, and parents in an effort to enhance learning. Students conduct a functional behavior assessment as they develop a comprehensive perspective on classroom culture through the development of proactive management skills and intervention strategies.

The current field of special education was established by law and further refined through the courts in litigation. In this writing intensive class, students trace the historical development of federal, state, and local laws and regulations such as the Individuals with Disabilities Education Act (IDEA) and the New Hampshire Standards for the Education of Students with Disabilities. Students will gain an understanding of the relationship between constitutional law, statutory law, regulatory law, and case law as it relates to current special education law. The focus on policies and procedures provides the background future teachers and paraprofessionals need to fulfill their legal and ethical responsibilities and to understand the ever changing, complex nature of special education law.

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1. Become familiar with the NH Rules for the Education of Students with Disabilities in implementing the special education process (referral, evaluation, identification, IEP, Placement) and with the Procedural Safeguards for parents.
2. Prepare a special education legal reference manual including information on the US legal system, benchmark legislation and litigation, NH Rules; procedural safeguards, and district procedures.
3. Complete and summarize independent research involving Constitutional law, statutory law, and regulatory law as it relates to the educational rights of children with disabilities.
4. Read significant cases and litigation to develop skills that will enable him/her to think like a lawyer and learn to focus on the issues of law rather than emotions in their everyday practice.
5. Provide a detailed summary of alternate dispute resolution procedures (facilitated IEP meetings, state complaint process, due process and resolution session, mediation, neutral conference, and civil action).
6. Review the ethical and legal responsibilities of a special education teacher as they relate to the special education process.
7. Consider the roles of all stakeholders in the special education process.

This course is required for all students enrolled in teaching certification programs. Students work with Field-Placement Faculty to create a field experience plan, develop prerequisite lesson planning and formative assessment skills, and gain the technical and professional understandings required for successful completion of teacher certification programs. This is a pre-requisite course for all clinical field-based courses.

This course is designed for non-teacher preparatory candidates to provide an overview of classroom behavior management. Students observe effective teachers using instructional management strategies. They administer and interpret questionnaires to analyze the classroom environment and identify student needs. They identify strategies to help students meet these needs, to increase motivation, to develop positive peer relationships, and to minimize disruption.

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1. Recognize basic psychological needs, as well as behavioral and social development and be able to analyze the dynamics in the classroom and develop a comprehensive classroom behavior management plan. (Pivotal Standard #1)
2. Assess and develop interventions for students by conducting a Functional Behavior Assessment (FBA) and developing a Behavior Intervention Plan (BIP): includes multiple data points (ABC data collection, scatterplot, interviews, and records review). (Pivotal Standard #2)
3. Develop lesson plans to teach social-behavioral skills. (Pivotal Standard #3)
4. Develop proficiency in formative assessment and reflective analysis of student work focusing on behavior/social-emotional learning targets. (Pivotal Standard #4)
5. Recognize the interaction between behavior management and planning for effective instruction.
6. Collaborate with school personnel to discuss and summarize school-wide positive behavior interventions and supports (SWPBIS), policies, and assessments that implement techniques to enhance motivation and learning.
7. Identify and use technology tools for data collection and classroom management.

In this course, students use procedures involved in the evaluation process for determination of eligibility for special education. Students develop the skills necessary to administer and interpret assessment tools commonly used by early intervention staff and early childhood special education teachers. Under the supervision of the district mentor, students review early support and services records and/or school records, gather information, observe an evaluation team meeting, consult with district evaluators, and review a variety of assessment tools and evaluation reports for young children through age eight. Students participate in preparing an assessment plan, administering chosen assessment tools, and writing assessment reports. Emphasis is placed on working with team members in the evaluation process.

View Course Outcomes:

1. Reflect upon the legal and ethical responsibilities of a special education teacher.
2. Discuss with a qualified examiner the assessment tools typically used in their district to measure intelligence, communication skills, and other skills.
3. Administer and interpret a classroom observation, an early learning profile/scale, criterion-referenced test, a functional behavior assessment, an assessment portfolio, an adaptive behavior assessment, and a comprehensive standardized achievement battery if relevant.
4. Write two formal comprehensive assessment reports (one for preschool aged child and one for child in K, first, second, or third grade) on selected children for case studies, analyzing and integrating an array of evaluative information including school records, academic performance indicators, classroom observation, and standardized test results if appropriate.
5. Enter artifacts into the portfolio demonstrating attained skills.
6. Use technology to tally and graph assessment results.

In this clinical course, students focus on STEM content, effective practice, instructional strategies, materials and curriculum integration, based on standards, inquiry, and connections to the real world. STEM concepts of curiosity, creativity, collaboration, and critical thinking are researched and explored. Students will learn about the Scientific Method, as well as the roles of observation, classification, description, experimentation, application, and imagination. Students will learn how to use technology and interactive media in the early childhood classroom to support learning. The role of engineering in the curriculum will be investigated, including design of methods and ideas for product development. Students will understand and apply math process standards of problem-solving, reasoning and proof, communication, connection, and representation. The course emphasizes application of principles in order to investigate and create experiences which employ STEM concepts and teaching strategies.

View Course Outcomes:

1. Understand the rationale for integration of the STEM curriculum and its impact on learning.
2. Use problem-solving approaches to investigate and understand mathematics content.
3. Reflect on best practices in early childhood special education through written assignments and through selection of work samples for professional portfolios.
4. Use technology to identify developmentally appropriate uses of online resources.
5. Enter artifacts into the TaskStream e-portfolio demonstrating attained skills.
6. Understand curriculum, assessment, and instruction through forty-nine hours of clinical observation.

In this clinical course, students examine, develop, and evaluate developmentally appropriate curriculum and instruction in early childhood and special education settings, for young children age five (kindergarten) through age eight (grade 3). Students use district and state curriculum and integrate subjects with one another. Students develop skills to create and advocate for healthy, supportive, respectful, and challenging learning environments for all children, ages five through eight.

View Course Outcomes:

1. Examine, develop, and evaluate developmentally-appropriate curriculum and instruction that meets children’s needs in the following five developmental areas: physical, cognitive, communication, social/emotional, and adaptive.
2. Identify, design, and promote individualized supports, strategies, accommodations, and modifications that meet children’s educational needs in the following five developmental areas: physical, cognitive, communication, social/emotional, and adaptive.
3. Identify and evaluate developmentally appropriate curricular and instructional objectives in relation to the New Hampshire Early Learning Guidelines to include: physical, social/emotional, approaches to learning, creative expression/aesthetic, communication and literacy, health and safety, and cognitive.
4. Collaborate with the general education teacher and use the local curriculum in the design of several lesson plans integrating subjects with one another (e.g., science, math, engineering, technology, visual arts, writing, social studies, physical education, literacy, reading, social/emotional, etc).
5. Collaborate on a case study with a child’s parents, educators, and other service providers; synthesize information to develop adapted lesson plans to meet the individual needs of students.
6. Research informal assessment procedures.
7. Summarize the impact of various factors on educational performance.
8. Implement lesson plans and their adaptations.
9. Reflect upon the effectiveness of lessons. 1
10. Reflect on best practices in early childhood special education through written assignments, and through selection of work samples for professional portfolios. 1
11. Organize relevant resources. 1
12. Enter artifacts into the portfolio demonstrating attained skills. 1
13. Understand curriculum, assessment and instruction EC and EC/SPED (ages birth-eight) through fifty-five hours of clinical observation. 1
14. Use technology to implement developmentally appropriate online applications for toddlers and children. 1
15. Enter artifacts into the TaskStream e-portfolio demonstrating attained skills. 1
16. Understand curriculum, assessment and instruction (birth to age five) through fifty-five hours of clinical observation.

In this course, students research and evaluate family, community, and professional partnerships which support the growth and development of children with disabilities. The specific roles and responsibilities of each contributing partner will be explored and analyzed. Students, using knowledge acquired in areas of collaboration, consultation, and teaming, construct service delivery models to support young children with diverse needs and their families. Fifty to sixty supervised clinical hours are required.

View Course Outcomes:

1. Explore the roles and responsibilities of early care and education professionals and families of young children with exceptionalities.
2. Identify and evaluate models which support the collaborative efforts of early care and education professionals and families of young children with exceptionalities.
3. Identify roles and responsibilities of early care and education professionals and families in the special education process.
4. Develop, implement, and evaluate a model for collaboration to support the development and learning of young children with exceptionalities.
5. Become familiar with early care and education models and analyze models of collaboration, consultation, and teaming with programs and providers, community partners, and families.
6. Select an assignment and critically reflect on best practice in collaborative partnerships to add to their professional portfolio.
7. Enter artifacts into the TaskStream e-portfolio demonstrating attained skills.
8. Understand collaboration, consultation, and teaming in ECE through forty-nine hours of clinical observation.

This clinical course focuses on the components and processes involved in the legal aspects and development of Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs). Under the supervision of a district mentor, students review school records; observe IFSP/IEP team meetings; consult with district evaluators, students, and parents; analyze previously written IFSPs/IEPs and progress reports; and develop the skills necessary to prepare IFSPs/IEPs inclusive of transition plans and/or services. The culminating activities of the course include the development of an IFSP an IEP, and a research paper which addresses the legal/ethical considerations and implications in the development of IFSPs and IEPs. Fifty to sixty supervised clinical hours are required.

In this clinical course, students examine basic principles and components of life skills that children need as foundation for the development of positive social skills, e.g., attachment, affiliation, self-regulation, initiative, problem solving, and respect. The student develops and implements a variety of activities and lesson plans to teach young children these critical life skills. Students develop strategies to be used with young children receiving early intervention services and/or to motivate young children in their preschool programs/classrooms by facilitating the development of positive peer relationships, addressing emotional needs, and minimizing disruptions resulting in increased learning. The Granite State College student documents the use of individual activities and/or classroom strategies in a professional portfolio. Fifty to sixty supervised clinical hours are required.

In this course, students will demonstrate an understanding of the major principles, theories, and research pertaining to the influence of cultural groups and subgroups on language learning, school achievement, and acculturation. Students will explore the role of cultural and social identities and demonstrate the ability to apply this knowledge in identifying environments that support both students’ identities and academic needs. The role of the dominant culture and its impact on students will be explored.

View Course Outcomes:

1. Identify and describe the major principles, theories, and research describing the influence that cultural groups, including the majority group, can have on language learning, school achievement, social adjustment, and acculturation.
2. Describe and differentiate several cultural systems.
3. Apply knowledge of the nature and role of culture to select learning environments that support students’ cultural identities and academic needs.
4. Explain the issues of fairness and bias relating to assessment and detail the use of unbiased diagnostic, language proficiency, and academic evaluations for students.

This clinical course is designed to provide an opportunity for students to apply early childhood educational and developmental theory to practice in a licensed early childhood setting. Students participate in an approved site where they plan and implement curriculum under the supervision of a credentialed early childhood professional. This capstone experience allows the student to integrate course work in early childhood education, curriculum, assessment, and child development. In addition, students reflect upon and analyze field experiences.

This course is the culminating experience in the plan of study toward NH teacher certification. This course gives teacher candidates an opportunity to be mentored in their field of certification by experienced teachers holding graduate degrees and to practice the variety of methods and strategies studied in the teacher preparation program. Teacher candidates enrolled in this course may be at different stages of acquiring the three hundred sixty to four hundred forty hours of supervised teaching experience. Additionally, teacher candidates will use the Teacher Candidate Assessment of Performance process to develop a final culminating document that demonstrates their proficiency in the areas of contextualization, planning and preparation, instruction, academic language, assessment, and reflection.

The clinical course is designed to provide prospective secondary school and middle school teachers with the skills to develop an integrated approach to teaching and learning. It will cover cultural and psychological aspects of learning mathematics, models of instruction and planning, teaching and learning styles, assessment strategies, models and organization and selection of curriculum materials, classroom management, and the role of technology and media within these. Ninety supervised clinical hours are required.

View Course Outcomes:

1. Compare and contrast different learning theories and discuss their appropriateness for diverse students.
2. Plan equitable lessons enabling all students to construct new concepts through active participation in mathematical modeling, investigations, and problem solving.
3. Plan lessons incorporating manipulatives, current technologies, and formative assessments.
4. Provide opportunities for students to use written, oral, and other creative expressions to demonstrate their understanding of mathematical concepts to various audiences.
5. Demonstrate the capacity to appreciate and recognize the value of professional practices which include learning mathematics content independently and collaboratively.
6. Demonstrate knowledge of current state, national and international research, standards, and recommendations regarding teaching of mathematics.
7. Analyze data to create an action plan to improve student learning.
8. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals.
9. Develop an understanding of mathematics instruction through ninety hours (undergraduate)/sixty hours (post-baccalaureate) of clinical observation / teaching.

This clinical course is designed to provide prospective secondary and middle school teachers with the knowledge, skills, and resources necessary to incorporate literacy skills into their mathematics content area plans. Emphasis will be on integrating the teaching of reading, writing, and oral literacy skills from various fields; students will explore and practice the methods and strategies, including testing and measurement assessments necessary to meet the diverse literacy needs of today’s students allowing them to become independent students. Teaching and discussing theoretical and practical application of current theories and methods involved in teaching literacy to diverse secondary and middle student population within the contemporary pluralistic classroom, including differentiated learning styles through socioeconomic status, gender, and heritage will be emphasized. Ninety supervised clinical hours are required.

View Course Outcomes:

1. Plan and conduct units and lessons appropriate for the grade range which incorporate literacy strategies that assist students in reading and understanding mathematics. Lessons emphasize connections within and between mathematics and other disciplines.
2. Communicate an understanding of mathematics, including, but not limited to, the ability to demonstrate a capacity to communicate coherently about mathematics and mathematics education in both written and oral ways using appropriate mathematical language and notation. The ability to interpret and explain mathematical ideas through reading mathematics in professional publications, as well as analyze and assess the mathematical thinking and strategies of others.
3. Recognize, explore, and develop mathematical connections, including, but not limited to the ability to provide examples of how mathematics is practiced in various fields. Students will build mathematical understanding by identifying and applying connections among mathematical ideas and show how ideas build on one another across grade levels to form a coherent discipline.
4. Analyze data to create an action plan to improve student learning.
5. Utilize collaboration and PLCs to improve student learning.
6. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals.
7. Develop an understanding of mathematics instruction through ninety hours of clinical observation/teaching.

This capstone course in English Language Arts builds on all previous work in both education and English. Students explore current research in the field of English Language Arts education and synthesize their knowledge to build effective instructional practices that support children's learning.

View Course Outcomes:

1. Interpret and critique English Language Arts standards and current theories regarding literacy instruction and the research upon which they are based.
2. Articulate and analyze the importance of the various components of literacy and of a balanced approach to reading and writing instruction at the elementary level.
3. Build awareness of scaffolding techniques to use in writing instruction and in shared, modeled, interactive, guided, and independent reading and writing.
4. Synthesize information from research, formulating strategies to facilitate the development of comprehension through reading, writing, and direct instruction.
5. Evaluate, select, and implement methodologies, approaches, and accommodations when teaching and assessing literacy for English language learners and children with diverse needs.
6. Apply knowledge of best practice instruction in designing and implementing a lesson plan unit that provides instruction in English Language Arts for elementary students.

This capstone course in Social Studies builds on all previous work in both education and Social Studies. Students explore current research in the field of Social Studies and synthesize their knowledge to build effective instructional practices that support children’s learning.

View Course Outcomes:

1. Understand the challenges and instructional implications facing educators related to 21st century students (diversity, tech-savvyness, and new forms of cognition), 21st century skills, and 21st century learning environments.
2. Explore research on how children and adults learn best and the resulting need for increased use of real world project-based learning and authentic assessment.
3. Gain an understanding of social scientific research traditions relating to quantitative, qualitative, and action research, and of the parallels between teacher-led inquiry and student-led social scientific inquiry.
4. Learn about technology resources, tools, and strategies that optimize student engagement and learning results and facilitate equitable student access to compelling learning opportunities.
5. Apply knowledge of best practice instruction in designing, implementing, and evaluating a unit that provides instruction in Social Studies for elementary and/or secondary students, using technology, project-based learning and authentic assessment.

This capstone course in Math Studies builds on all previous work in both education and Math Studies. Students explore current research in the field of Math and synthesize their knowledge to build effective instructional practices that support children's learning.

View Course Outcomes:

1. Research areas of real-world applications for algebra, geometry, pre-calculus, and calculus and create an extensive portfolio of these applications that connect to the topics and objectives from these subjects.
2. Create a bibliography of computer websites, apps, and technologically-based activities that support the concepts studied in algebra, geometry, statistics, pre-calculus, and calculus.
3. Focusing on one mathematical concept, trace its historical development and then extensively research different ways that this concept could be taught. Include traditional methods, constructivist methods, and methods that use different types of technology.
4. Research and analyze the trends of mathematics instruction in the last fifty years and compare and contrast them to current theories.

This course is required for all students enrolled in teaching certification programs. Students work with Field Placement Faculty to create a field experience plan, develop prerequisite lesson planning and formative assessment skills, and gain the technical and professional understandings required for successful completion of teacher certification programs. PREREQUISITE: Praxis Core

View Course Outcomes:

1. Understand the program requirements and format of the teacher education programs at Granite State College.
2. Secure a clinical placement, obtain a Supervising Practitioner (SP), and complete all applicable documentation.
3. Create a Personal Plan of Study (PPS).
4. Understand the School of Education lesson planning and RASW requirements.
5. Understand the requirements of teacher candidates’ culminating experiences.

In this clinical course, students will examine the multifaceted role of the special education teacher as evaluator, consultant, case manager and teacher. Courses taken throughout the teacher certification program support the development of skills for each of these roles. This is an introductory course designed to accomplish the following outcomes: (a) explore the Granite State College Digital Library; (b) introduce the American Psychological Association annotation and format requirements; (c) provide a beginning teacher with an organizational framework for the varying roles of a special education teacher; (d) provide an in-depth understanding of their case management responsibilities; e) plan for the effective supervision of paraeducators; f) introduce the reflective analysis of student work teaching and assessment cycle; and g) apply the components of systematic direct instruction in lesson plan development.PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

Technology is a necessary tool in teaching today's youth. In this clinical course, students focus on developing three broad skills: (1) how to design and teach an integrated social studies unit plan that challenges and assists K-8 students to think deeply, (2) how to incorporate into the plan a wide range of mostly constructivist instructional strategies, and (3) how to integrate a rich array of technology tools and digital educational content into the unit plan. PREREQUISITE: Admission to the teacher certification program and EDU 700 Introduction to Field Experiences and Program Requirements.

View Course Outcomes:

1. Develop units that reflect district and state GLEs for social studies (grades K- 8) that include lessons that focus on at least two of the following Five Content Strands from the NH Curriculum Framework for Social Studies: o Civics o Economics o Geography o New Hampshire and United States History o World History and Contemporary Issues o Note: An elementary education teacher is expected to be able to explain the following (NH Standard 612.04) o World geography and its effects on human, physical, political and economic systems o Pre-history and early civilizations to those of the current day, including their developments and Transformations o US history from European exploration and colonization to current developments and o Transformations o The nature and purpose, and forms of local, state, national and international governments o Basic micro- and macro economics
2. Demonstrate a working knowledge of the tools, goals, and areas of study in anthropology, sociology, and psychology.
3. Using a constructivist approach to teaching social studies, develop, plan and teach a 10 lesson unit that addresses District Standards for their respective grade level, and, the NH State Curriculum Frameworks Grade Level Equivalencies (GLEs) for Social Studies and the Arts. Five of these lessons need to incorporate as teaching tools, at least two different forms of the following technology into the first five lessons: PowerPoint, wiki, blogs, social networks, bookmarking utilities, message boards and web-based videos. Five lessons must demonstrate pupil use of at least one form of technology (excluding word processing) and incorporate the Arts into student outcomes and evaluation.
4. Demonstrate appropriate lesson adaptations and modification for identified students with special needs.
5. Discuss legal and ethical issues in the use of educational technology and compare implications from different learning theories in order to successfully integrate technology into the classroom.
6. Use and evaluate various software and web-based programs that may increase both student and teacher productivity: bookmarking utilities, message boards, social networking websites, web-based video-sharing sites, Instant Messengers and Blogs.
7. Participate within professional learning communities via web-based technologies.
8. Become familiar with the foundations for effective technology integration in the classroom and develop a plan to integrate existing and new technologies into the classroom.
9. Identify the national, state and local standards for technology that will be covered within individual grade level classrooms. 1
10. Write a research paper that addresses the legal, ethical and cultural issues to consider when integrating educational technology into K through 12 schools. 1
11. Enter artifacts into the Task-Stream e-portfolio system demonstrating attained skills.

In this clinical course, students develop knowledge and expertise using a variety of instructional methods and research-based strategies to improve learning for a diverse, student population facing complex individual learning challenges. Students will research strategy based instruction and meta-cognition to determine its effectiveness in increasing independence, enhancing learning and developing thinking skills. Math will be the content area focus, including: standards based instruction, assessment, unit development and teaching, and technology integration. PREREQUISITE: EDU 700 Introduction to Field Experiences and Program Requirements

This clinical course focuses on learning theories and their application to science instruction. Students examine a variety of instructional strategies through readings, observation and participation in their clinical placements, and determine the appropriateness of each in the learning process. Topics include constructivist learning, differentiated learning, and an in-depth look at how the state and national standards guide science instruction. Additional topics include integrated STEM curricula, the appropriate use of technology, and effective formative, summative and alternative assessment strategies. Students plan, teach and evaluate an integrated/thematic unit with lessons that align with Next Generation Science Standards. PREREQUISITE: EDU 700 Introduction to Field Experiences and Program Requirements.

View Course Outcomes:

1. Explore brain- based learning theory.
2. Understand and apply research- based instructional models.
3. Use the principles of science inquiry as a teaching method.
4. Write a standard- based, measurable learning objective.
5. Develop the ability to use questioning to encourage higher level thinking for diversified learners.
6. Plan, implement, and evaluate two five lesson units at two different grade levels (K-grade 3 and grades 4-8) if possible.
7. In the area of earth science, explain the structure and the process of the earth system and its relationship to the universe.
8. In the area of life science, explain the structure, function and healthy maintenance of living systems.
9. In the area of physical science, explain the structure, properties and interactions of energy and matter. 1
10. Apply the inquiry process and educational standards of science, pursuant to RSA 193-C:3,III(a), through the use of scientific inquiry. 1
11. Apply an awareness of the history and nature of science to an inquiry process and the educational standards of science, pursuant to RSA 193-C:3,III(a), illuminating the history of science. 1
12. Enter the three key assignments into the exit portfolio demonstrating attained skills.

This course focuses on the tools and procedures involved in the evaluation and determination of education disabilities. Under the supervision of the district mentor, students review school records, observe an evaluation team meeting, consult with district evaluators, review a variety of assessment tools and evaluation reports, and develop the skills necessary to administer and interpret some of the assessments commonly used by special education teachers. The culminating activity of the course is the development of a formal assessment report. PREREQUISITE: EDU 700 Introduction to Field Placement and Program Requirements.

View Course Outcomes:

1. Reflect upon the legal and ethical responsibilities of a special education teacher.
2. Understand the basic terminology and scores in assessment.
3. Discuss with a qualified examiner the assessment tools typically used to measure intelligence, communication skills, academic skills, and other skills.
4. Understand evaluation team membership and how the above areas can affect academic learning.
5. Administer and interpret informal assessments including observations, criterion-referenced tests, functional behavior assessment, portfolio assessment, adaptive behavior assessment.
6. Understand the role of formative assessment, response to instruction in relation to planning appropriate instruction.
7. Become familiar with reporting student progress, data based measurement, and response to intervention.
8. Administer and interpret formal assessments including a comprehensive standardized achievement battery and diagnostic assessments.
9. Write and present a formal assessment report. 1
10. Write and present an informal assessment report. 1
11. Complete a functional behavior assessment report.

This clinical course focuses on the components and processes involved in the development of Individualized Education Programs (IEPs). Under the supervision of a supervising practitioner, students review school records, observe IEP team meetings, consult with district evaluators, student and parents, analyze previously written IEPs and progress reports, and develop the skills necessary to prepare IEPs inclusive of transition plans. During the culminating activity of the course, students develop an IEP and transition plan as a vehicle for exploring the legal and ethical considerations and implications in the development, implementation, and evaluation of IEPs. PREREQUISITE: EDU 700 Introduction to Field Placement and Program Requirements.

View Course Outcomes:

1. Review NH Law as it relates to the responsibilities of a special education teacher.
2. Summarize the legal, ethical and effective practices for a successful IEP.
3. Learn to write measurable goals and determine data based progress monitoring.
4. Compare the IFSP and IEP process (timelines, team participants, and required components, including transitions.
5. Collaborate to develop a professional quality Transition Plan/IEP for each case study student that conforms to IDEA 2004 standards.
6. Understand the intent of the new regulations in IDEA 2004 regarding transitioning.

In this clinical course, students explore theory of social emotional development, preventative intervention strategies, and the characteristics of safe and supportive learning communities. Students examine specific strategies for motivating students and promoting positive relationships between colleagues, students, and parents in an effort to enhance learning. Students conduct a functional behavior assessment as they develop a comprehensive perspective on classroom culture through the development of proactive management skills and intervention strategies. PREREQUISITE: EDU 700 Introduction to Field Experiences and Program Requirements

View Course Outcomes:

1. Recognize and promote all students’ learning and basic psychological needs, as well as behavioral and social development, and be able to analyze the dynamics in the classroom and the interaction between behavior management and planning for effective instruction.
2. Identify and use methods/techniques to create positive interpersonal relationships in the classroom and connections with the home.
3. Develop standards for classroom and school-wide behavior and implement techniques to enhance motivation and learning.
4. Implement interventions for individuals and groups that prevent interruption and support positive behaviors and social -emotional development.
5. Enter key assignments into the exit portfolio demonstrating attained skills.

In this clinical course, students explore, develop, implement and evaluate a variety of strategies to teach language arts to diverse learners. Students analyze a language arts series in relation to the National Council of Teachers of English standards, and the National Reading Panel's recommendations in each of the following areas: phonemic awareness, phonics, fluency, comprehension of vocabulary and text. PREREQUISITE: EDU 700 Introduction to Field Experiences and Program Requirements.

View Course Outcomes:

1. Demonstrate an understanding of the key components and development of language.
2. Demonstrate an understanding of various theories of emergent literacy and reading development.
3. Understand the complexity of learning to read and the many factors that affect the process.
4. Demonstrate knowledge of phonological awareness, synthetic and analytic phonics and apply their knowledge to lessons that they will teach and evaluate.
5. Demonstrate knowledge of word recognition skills, vocabulary development, fluency development, reading comprehension and the writing process and apply their knowledge to lessons that they will teach and evaluate.
6. Review study skills and technology as it applies to reading and writing and apply their knowledge to lessons that they will teach and evaluate.
7. Develop an appreciation for literature and its effective use in teaching reading and writing.
8. Explore various reading approaches and programs.
9. Develop an individual program for a student with a learning problem. 1
10. Demonstrate the ability, as a member of the educational team, to administer appropriate assessments to identify, plan, teach and evaluate student progress through on-going progress monitoring in the delivery of remedial language arts instruction.

In this clinical course, students develop an understanding of language and literacy development from birth through grade three. Topics include the reciprocal connections between speaking and listening, rhythm and rhyme, communication activities, hearing and reading literature, stories, poetry, music, and written expression. Students engage in appropriate literacy interactions, activities, and assessments to meet the literacy needs of a diverse range of children. Students work with parents and care givers as partners in promoting literacy. The key components of reading (e.g. word recognition, fluency, phonological awareness, etc.) identified by the National Reading Panel for this age level are studied in depth. Students apply their knowledge of how young children develop their own reading skills using these key components of the reading process. Students then evaluate the effectiveness of their instruction. PREREQUISITE: EDU 700 Introduction to Field Experiences and Program Requirements.

View Course Outcomes:

1. Demonstrate an understanding development of language and communication in infancy, toddler, preschool children and older young children.
2. Understand the complexity of learning to communicate and read and the many factors that affect the process.
3. Demonstrate an understanding of various theories and levels of development in emerging literacy including spelling, reading and writing.
4. Demonstrate knowledge of phonological awareness, concepts of print, and phonemic awareness.
5. Demonstrate knowledge of word recognition skills and the various ways to teach phonics.
6. Demonstrate knowledge of various assisted reading approaches to foster reading fluency.
7. Develop an appreciation for how literature, including storytelling, poetry, drama, puppetry, can effectively encourage reading and writing skills.
8. Develop skills in ongoing assessment and understand the differences in individual development.
9. Explore appropriate early childhood approaches and programs components for effective literacy development. 1
10. Understand the parent-teacher partnership and identify ways in which parents can strengthen a child's language and literacy growth. 1
11. Enter artifacts into electronic portfolio demonstrating attained skills.

This course is the first of a two semester practicum sequence in which students gain meaningful work experience and apply knowledge from previous coursework. The student works with a school-based literacy team to conduct a needs-assessment, prepares guidelines for selection of materials, develops a 2-year plan consistent with current research, and conducts in-service training. This course follows the K-12 academic calendar. PREREQUISITES: EDU 700 Introduction to Field Experiences and Program Requirements, EDU 730 Language Arts and Literacy for the Reading and Writing Specialist, EDU 712 Reading and Writing Disabilities: Assessment and Instruction, and EDU 713 Content Area Literacy.

View Course Outcomes:

1. Leadership: o Establish a school-based literacy team and develop a vision statement that is consistent with state and national reading and language arts standards o Review high stakes testing and develop a comprehensive learner profile to monitor individual student progress and school reading data. o Assess a school's literacy needs and work with the team to create a 2-year professional development plan based on the assessment. o Enter artifacts into the portfolio demonstrating attained skills.
2. Professional Development and Capacity Building: o Develop and conduct literacy workshops as suggested in the literacy team's professional development plan. o Develop an appreciation form what is scientifically based research and how to use research and reason to make curricular and instructional decisions o Summarize recent research findings about the reading process including the National Reading Panel's recommendations in each of the following areas: phonemic awareness, phonics, fluency, comprehension of vocabulary and text
3. Program Development and Management: o Analyze an elementary or middle/ adolescent literacy program in relation to effective characteristics and practices o Identify appropriate instructional models, methods, contexts, routines and strategies to design a well balanced reading program. o Research the philosophical basis of handwriting and keyboarding, the developmental stages and current programs designed to teach handwriting and keyboarding skills for inclusion in your program development if this aspect falls under your responsibility o Develop the initial components for a well- balanced elementary literacy program which will be expanded on in the future based on research and informed practice o Develop the initial components for a well- balanced adolescent literacy program which will be expanded on in the future based on research and informed practice

This culminating experience is the second semester of a two course, practicum sequence in which students gain meaningful work experience and apply knowledge from previous coursework. This capstone course builds upon the previous practicum, refines understanding and requires the learner to apply the essential competencies of a reading specialist and to evaluate his or her performance and progress. This course follows the K-12 academic calendar. PREREQUISITES: EDU 700 Introduction to Field Experience and Program Requirements and EDU 711 Role of the Reading and Writing Specialist I-Practicum.

In this clinical course, students examine, implement and evaluate both traditional and contemporary means of assessing reading/writing strengths and needs, as well as research-based developmental and corrective instruction for struggling readers and writers, kindergarten through grade 12. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

View Course Outcomes:

1. Identify the correlates of reading disabilities for two case study students at different levels of reading development.
2. Review and select appropriate formal and informal reading assessments.
3. Complete two case study assessments of students with reading disabilities at different grade levels.
4. Develop an intervention plan and identify appropriate goals and objectives in relation to NH language arts curriculum frameworks and recent reading research.
5. Develop and implement appropriate reading strategies to address the goals of each case study students, including strategies for phonemic awareness, phonics, vocabulary, fluency and comprehension.
6. Use formal and informal measures and explore a variety of reading techniques to develop an assessment-instruction portfolio.
7. Review high stakes testing and develop a plan for recording literacy progress to inform instruction for all students.
8. Self-reflect on their ability to plan assessments, design and implement instruction and effectively report results to parents and peers.

In this clinical course, students examine, develop, implement and evaluate a variety of strategies to teach reading and writing in content areas. Additionally, they examine the critical role that all teachers play in developing literacy and thinking. PREREQUISITE: EDU 700 Introduction to Field Experiences and Program Requirements.

View Course Outcomes:

1. Review Reports from the National Reading Panel, Reading Next, Writing Next and read many other researched- based reports about current adolescent literacy.
2. Develop an understanding of the complexities and difficulties of content area reading and various methods to evaluate the readability of texts.
3. Explore strategic thinking and ways to scaffold instruction to meet the needs of struggling and English Language Learning students.
4. Learn strategies for teaching vocabulary, comprehension, writing and study skills and share these strategies with other professionals.
5. Develop lessons/workshops to incorporate strategies before reading, during reading and after reading in content area materials.
6. Explore writing and its interrelationship and role in developing literacy.
7. Keep a journal to record initial reactions and changing perceptions to key statements and reflect on their journaling.
8. Explore the development of thematic units and the use trade books, multiple texts and electronic texts to enhance content literacy and thematic units.
9. Review current practice at their school and offer suggestions based on research supported best practice for improving literacy instruction. 1
10. Develop, present and evaluate staff development presentations to expand the literacy skills and knowledge of professional and paraprofessional staff.

This course provides an overview of the 13 Individuals with Disabilities Education Act (IDEA) educational disabilities and the opportunity to explore the implications of disability on learning. Students will develop knowledge of specific disabilities including: definition, diagnosis, etiology, prevalence, characteristics, adaptive behavior, and systems of support and resources. Students will explore how disability impacts learning and access to the general education curriculum. Students will research and identify teaching strategies, Universal Design for Learning (UDL) strategies, interventions, and educational and assistive technologies to enhance learning and provide equity in the classroom for students with disabilities.

View Course Outcomes:

1. Reflect upon the foundations of special education changing views of disability, and the planning and delivery of special education services.
2. Consider issues in the education of linguistically and culturally diverse students.
3. Explain identification and teaching implications for students with learning disabilities, and students with speech or language impairments.
4. Explain identification and teaching implications for students with mental retardation, autism spectrum disorders and students with emotional/behavioral disorders.
5. Explain identification and teaching implications for students with physical, health or low incidence disabilities.
6. Explain identification and teaching implications for students with sensory impairments.
7. Explore current research on how the brain works and its implications for education.
8. Explore the feelings of students with disabilities through reading books written by individuals with disabilities and observing various settings.

The current field of special education was established by law and further refined through the courts in litigation. In this writing intensive class, students trace the historical development of federal, state, and local laws and regulations such as the Individuals with Disabilities Education Act (IDEA) and the New Hampshire Standards for the Education of Students with Disabilities. Students will gain an understanding of the relationship between constitutional law, statutory law, regulatory law and case law as it relates to current special education law. The focus on policies and procedures provides the background future teachers and paraprofessionals need to fulfill their legal and ethical responsibilities and to understand the ever changing, complex nature of special education law.

View Course Outcomes:

1. Become familiar with the NH Rules for the Education of Students with Disabilities in implementing the special education process (referral, evaluation, identification, IEP, Placement) and with the Procedural Safeguards for parents.
2. Prepare a special education legal reference manual including information on the US legal system; benchmark legislation and litigation; NH Rules; procedural safeguards; and district procedures.
3. Complete and summarize independent research involving Constitutional law, statutory law, and regulatory law as it relates to the educational rights of children with disabilities.
4. Read significant cases and litigation to develop skills that will enable him/her to think like a lawyer and learn to focus on the issues of law rather than emotions in their everyday practice.
5. Provide a detailed summary of alternate dispute resolution procedures (facilitated IEP meetings, state complaint process, due process and resolution session, mediation, neutral conference, and civil action).
6. Review the ethical and legal responsibilities of a special education teacher as they relate to the special education process.
7. Consider the roles of all stakeholders in the special education process.

In this course, students develop a comprehensive personal philosophy of reading/writing instruction. The development of this personal philosophy is based on in-depth research and analysis of this research, and is the foundation for program development, implementation and evaluation at both the school and district levels. Additionally, the students develops a personal three-year professional development plan to address areas of needed growth. PREREQUISITES: EDU 700 Introduction to Field Experience and Program Requirements.

View Course Outcomes:

1. Demonstrate an understanding of the inter-relationships between language, cognitive and social development and literacy development.
2. Demonstrate and understanding of how students develop oral language, phonological awareness, word recognition, vocabulary, fluency and comprehension.
3. Demonstrate an understanding the reciprocal nature of reading and writing and strategies for developing written expression.
4. Develop a Staff Development Portfolio with specific strategies and techniques for the critical reading components which can be used before during and after reading.
5. Explore approach and methods for reading instruction and programming.
6. Explore guidelines for choosing literature and will analyze a basal and or literature based reading series in relation to the National Reading Panel recommendations.
7. Design a framework for a balanced literacy program for grades K-2, 3-5 and 6-8 which will include an inquiry based approach and critical components.
8. Form a personal philosophy of reading instruction and develop a three -year action plan for personal growth.
9. Enter artifacts into the portfolio demonstrating attained skills.

This clinical course focuses on learning theories and their application to elementary school mathematics instruction. Students research a variety of instructional strategies through readings, observation and participation in a clinical placement and determine the appropriateness of each in the learning process. Topics include constructivist learning, differentiated learning, and an in-depth look at how the Common Core State Standards in Mathematics guide mathematics instruction. Additional topics include integrated curricula, the appropriate use of technology, and effective formative, summative and alternative assessment strategies. Students plan two 5-lesson mathematics units for two different grade levels, teaching and reflecting on lessons taught in one of the units. PREREQUISITE: EDU 700 Introduction to Field Experiences and Program Requirements

View Course Outcomes:

1. Explore and apply systematic teaching and research based learning strategies
2. Explain various mathematical concepts through written explanations, examples, and chapter tests
3. Explain and apply accommodations for diversified learners in lesson plans
4. Plan, implement, teach, and evaluate mathematics lessons
5. Explain why assessment is vital to successful mathematics instruction
6. Develop an improvement plan reflecting strengths and weaknesses, and resources to help meet personal goals
7. Enter the three key assignments into the exit portfolio demonstrating attained skills

This clinical course focuses on mathematics learning theories and their application to middle school mathematics instruction. Students examine a variety of instructional strategies through readings, observation and supervised teaching. Topics include constructivist learning, differentiated learning, and an in-depth look at how the state and national standards guide mathematics instruction. Additional topics include integrated curricula, the appropriate use of technology, and effective formative, summative and alternative assessment strategies. Students plan two, 5-lesson mathematics units for two different grade levels, teaching and reflecting on lessons taught in one of the units. Depending on the certification program, a range of fifty to ninety supervised clinical hours are required. PREREQUISITE: EDU 700 Introduction to Field Experiences and Program Requirements and EDU 753 Reading and Writing in the Mathematics Classroom.

View Course Outcomes:

1. Apply Understanding by Design (UBD) to develop and apply mathematics unit plans to enable all students to construct new concepts through active participation in mathematical modeling, investigations, and problem-solving while improving mathematical habits of mind.
2. Integrate web-based technology into unit plans
3. Analyze data from a variety of assessment to create an action plan to improve student learning,
4. Explore and apply systematic teaching and research-based learning strategies,
5. Explain various mathematical concepts through written explanations, examples, and formative and summative assessments,
6. Utilize technology to enhance student learning (advanced level),
7. Plan, implement, teach, and evaluate mathematics lessons, both face-to-face and online,
8. Explain why assessment is vital to successful mathematics instruction,
9. Utilize collaboration and PLCs to improve student learning, 1
10. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals, and 1
11. Develop an understanding of mathematics instruction through 90 hours of clinical observation/teaching.

This clinical course focuses on mathematics learning theories and their application to secondary mathematics instruction. Students examine a variety of instructional strategies through readings, observation and supervised teaching. Topics include constructivist learning, differentiated learning, and an in-depth look at how the state and national standards guide mathematics instruction. Additional topics include integrated curricula, the appropriate use of technology, and effective formative, summative and alternative assessment strategies. Students plan two, 5-lesson mathematics units for two different grade levels, teaching and reflecting on lessons taught in one of the units. Depending on the certification program, a range of fifty to ninety supervised clinical hours are required. PREREQUISITE: EDU 700 Introduction to Field Experiences and Program Requirements and EDU 753 Reading and Writing in the Mathematics Classroom.

View Course Outcomes:

1. Apply Understanding by Design (UBD) to develop and apply mathematics unit plans to enable all students to construct new concepts through active participation in mathematical modeling, investigations, and problem-solving while improving mathematical habits of mind.
2. Integrate web-based technology into unit plans,
3. Analyze data from a variety of assessment to create an action plan to improve student learning
4. Explore and apply systematic teaching and research-based learning strategies,
5. Explain various mathematical concepts through written explanations, examples, and formative and summative assessments,
6. Utilize technology to enhance student learning (advanced level),
7. Plan, implement, teach, and evaluate mathematics lessons, both face-to-face and online,
8. Explain why assessment is vital to successful mathematics instruction,
9. Utilize collaboration and PLCs to improve student learning, 1
10. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals, and 1
11. Develop an understanding of mathematics instruction through 90 hours of clinical observation/teaching.

Teacher candidates who complete this clinical course gain an understanding of the legal and ethical issues, and the procedures involved in the evaluation and determination of educational disabilities, specific to learning disabilities, emotional/behavioral disorders and intellectual/developmental disabilities. Within the context of their school setting, teacher candidates apply their new knowledge of the use of formal and informal assessments within the on-going context of formative assessments to monitor K-12 student progress, and the effectiveness of instructional strategies. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

Teacher candidates who complete this clinical course gain an understanding of the legal and ethical programming issues, and the procedures involved in the development, implementation, and evaluation of programs that address complex behaviors for students with significant behavior needs. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. The teacher candidate will identify 4 students with significant and complex behavior for this project.
2. The teacher candidate will demonstrate an understanding of the law, policies and ethical principles regarding behavior management, planning and implementation.
3. The teacher candidate will develop programs that reflect research and evidence based practice. These programs will address: a. target behaviors b. functional behavior assessments c. collect, analyze and interpret formal and informal data d. individualized reinforcement systems and environmental modifications e. development of positive behavior intervention plans f. consistent teacher attitudes and behaviors g. respectful and beneficial relationships h. placement options and continuum of services i. functional classroom designs j. lease intensive behavior management strategies k. safe, equitable, positive and support learning environment l. realistic expectations m. self-advocacy strategies
4. The teacher candidate will develop skills to be an effective team member within learning communities to support K-12 student progress, monitor program and instructional delivery.
5. The teacher candidate will develop, adapt and evaluate programs to address appropriate learning environments, evidence-based practices to include response to intervention/instruction and formative assessments.
6. The teacher candidate will analyze the biweekly formative assessment data of identified students, and discuss the data results with the district mentor and faculty advisor to monitor K-12 student progress, appropriateness of program and effectiveness of instructional strategies.
7. The teacher candidate will use K-12 student achievement data as the primary evidence of successful completion of course objectives.

Teacher candidates who complete this clinical course gain an understanding of the legal and ethical issues, and the procedures involved in the use of technology in the education of students with learning disabilities, emotional/behavioral disabilities and intellectual or developmental disabilities. The purpose of this course is twofold, focusing on the use of technology appropriate for all teaching and learning and the use of technology for students with significant learning needs. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

View Course Outcomes:

1. Identify a minimum of 4 students with a range of disabilities.
2. Demonstrate how to use, follow, and apply online discussion boards, publishing, and bookmarking utilities to enrich his/her classroom environment.
3. Explain, develop and evaluate instructional approaches that use technology relative to the ISTE NETS for Teachers and Students.
4. Know how to practice, promote, and develop responsible digital citizens.
5. Evaluate technology tools and software programs.
6. Identify, recognize and justify the educational value of video to active learning and how video can accommodate various styles of learning.
7. Develop, implement and evaluate lesson plans in reading, writing, mathematics and social skills. These lesson plans will address evidence-based practices to include response to instruction/intervention, formative assessments and will include: a. videos b. podcasts c. blogs and wikispaces d. online social networks e. PowerPoint f. CD-ROMs g. SMART boards h. live cam feeds i. virtual field trips j. assistive technology to support writing k. assistive technology to support reading l. assistive technology to enhance communication m. assistive technology for computer access n. augmentative or alternative communication
8. Demonstrate an understanding of how technology supports response to intervention/instruction as an instructional approach that provides multiple tiers of increasingly intensive instructional strategies.
9. Analyze the biweekly formative assessment data of the 4 identified students, and discuss the data results with the district mentor and faculty advisor to monitor student progress, evaluate instructional strategies and teaching effectiveness. 1
10. Develop skills to be an effective team member within learning communities to support K-12 student progress, monitor instructional strategies and instructional delivery. 1
11. Use the K-12 student achievement data as the primary evidence of successful completion of course objectives.

Teacher candidates who complete this clinical course gain an understanding of the legal and ethical programming issues, and the procedures involved in the development, implementation, and evaluation of programs for students with learning disabilities. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. Identify a minimum of 4 learning disabled students for this project.
2. Understand the implications of the history, theories, terminology and definitions related to individuals with learning disabilities.
3. Understand the implications of the developmental and education needs in developing programs for students with learning disabilities
4. Understand how to develop, adapt and evaluate programs to address appropriate learning environments, evidence-based instructional strategies to include response to instruction/intervention and formative assessments.
5. Develop skills to be an effective team member within learning communities to support K-12 student progress, monitor program and instructional delivery.
6. Apply his/her knowledge in the development of programs appropriate for the 4 identified students with learning disabilities, which incorporates evidence-based practice, response to instruction/intervention and formative assessments.
7. Develop, implement and evaluate lesson plans within the above program that reflect evidence-based instructional strategies and formative assessments.
8. Analyze the biweekly formative assessment data of the identified students, and discuss the data results with the district mentor and faculty advisor to monitor K-12 student progress and the appropriateness of the program and effectiveness of the instructional strategies. 1
9. Use the K-12 student achievement data as the primary evidence of successful completion of course objectives.

Teacher candidates who complete this clinical course develop a comprehensive awareness of theories, programs, and effective practices for students with learning disabilities. These practices will focus on prevention and remediation of difficulties in reading, math, writing, social skills, and study skills. This is the culminating teaching experience for the LD endorsement, and requires completion of the Teacher Candidate Assessment of Performance (TCAP). PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. Identify a minimum of 4 students with learning disabilities for this project.
2. Analyze and understand the implications for research/ evidence-based instructional strategies and formative assessments for the following: a. Characteristics and strategies of students with reading disorders b. Diagnostic skills in planning appropriate instructional strategies. c. Variety of reading approaches for students with learning disabilities. d. Reading interventions for their students. e. Writing process and nature of written language disorders f. Assessment and remediation of written expressive disorders. g. Nature of spelling disorders h. Spelling interventions. i. Nature of handwriting disorders. j. Remediation of handwriting disorders. k. Social side of learning disabilities l. Behavior intervention plans. m. Interventions to address the social aspects of LD in their classroom. n. Characteristics of students with LD in mathematics. o. Instruction of mathematics to students with LD.
3. Demonstrate an understanding of response to intervention/instruction as an instructional approach that provides multiple tiers of increasingly intensive instructional strategies.
4. Have opportunities to practice the application of basic progress monitoring concepts within the response to intervention (RTI) approach.
5. Develop and implement lesson plans in reading, writing and mathematics for the 4 identified students. These lesson plans will reflect the application of basic progress monitoring within the response to intervention (RTI) approach.
6. Analyze the biweekly formative assessment data of the 4 identified students, and discuss the data results with the district mentor and faculty advisor to monitor student progress, evaluate instructional strategies and teaching effectiveness.
7. Develop skills to be an effective team member within learning communities to support K-12 student progress, monitor instructional strategies and instructional delivery.
8. Use the K-12 student achievement data as the primary evidence of successful completion of course objectives.

Teacher candidates who complete this clinical course gain an understanding of the legal and ethical programming issues, and the procedures involved in the development, implementation, and evaluation of programs for students with emotional and behavioral disabilities. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. Identify a minimum of 4 students with emotional and behavioral disabilities for this project.
2. Will demonstrate an understanding of the implications of the history, theories, terminology and definitions related to students with emotional and behavioral disabilities.
3. Demonstrate an understanding of the implications of the emotional/behavioral and education needs in developing program for students with emotional and behavioral disabilities.
4. Develop skills to be an effective team member within learning communities to support K-12 student progress, monitor program and instructional delivery.
5. Develop, adapt and evaluate programs to address appropriate learning environments, evidence-based practices to include response to intervention/instruction and formative assessments.
6. Analyze the biweekly formative assessment data of identified students, and discuss the data results with the district mentor and faculty advisor to monitor K-12 student progress, appropriateness of program and effectiveness of instructional strategies.
7. Use K-12 student achievement data as the primary evidence of successful completion of course objectives.

Teacher candidates who complete this clinical course develop a comprehensive understanding of the theories, programs and effective practices for students with emotional/behavioral disabilities. These practices will focus on prevention and remediation of difficulties in literacy, mathematics, and science, that include appropriate supports and accommodations and that promote access to, and participation within, the general education curriculum. This is the culminating teaching experience for the EBD endorsement, and requires completion of the Teacher Candidate Assessment of Performance (TCAP). PREREQUISITES: EDU 700 Introduction to Field Experience and Program Requirements and EDU 736: Dynamic Assessment: Complexities of Identification in LD, EBD, and IDD, and EDU 737: Behavioral Supports for Complex Behanviors, and EDU 738: Advanced Assistive and Educational Technology, and EDU 741: Advanced Programming for Emotional/Behavioral Disabilities.

Teacher candidates who complete this clinical course gain an understanding of the legal and ethical programming issues, and the procedures involved in the development, implementation, and evaluation of programs for students with intellectual and developmental disabilities. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. Identify a minimum of 4 students with intellectual/developmental disabilities for this project.
2. Understand the implications of the history, theories, terminology and definitions related to individuals with intellectual/developmental disabilities.
3. Understand the implications of the developmental and education needs in developing programs for students with intellectual/developmental disabilities
4. Understand how to develop, adapt and evaluate programs to address appropriate learning environments, evidence-based instructional strategies to include response to instruction/intervention and formative assessments.
5. Develop skills to be an effective team member within learning communities to support K-12 student progress, monitor program and instructional delivery.
6. Apply his/her knowledge in the development of programs appropriate for the 4 identified students with intellectual/developmental, which incorporates evidence-based practice, response to instruction/intervention and formative assessments.
7. Develop, implement and evaluate lesson plans within the above program that reflect evidence-based instructional strategies and formative assessments.
8. Analyze the biweekly formative assessment data of the identified students, and discuss the data results with the district mentor and faculty advisor to monitor K-12 student progress and the appropriateness of the program and effectiveness of the instructional strategies. 1
9. Use the K-12 student achievement data as the primary evidence of successful completion.

Teacher candidates who complete this clinical course develop a comprehensive awareness of theories, programs, and effective practices for students with intellectual/developmental disabilities. These practices will focus on prevention and remediation of difficulties in literacy, mathematics, and science, that include appropriate supports and accommodations, and that promote access to, and participation within, the general education curriculum. This is the culminating teaching experience for the IDD endorsement, and requires completion of the Teacher Candidate Assessment of Performance (TCAP). PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

This clinical course provides preparation for teaching literacy and critical thinking in the middle and secondary grades. The focus is on planning, selecting, and using research -based strategies for reading and writing instruction, assessment, and evaluation of student study skills also are emphasized. This will include application of a wide range of strategies to comprehend, interpret, evaluate, and appreciate a variety of texts. Strategies for teaching linguistically and culturally diverse students will be explored. In addition, state and national standards in reading and language arts will be used to construct units and lessons. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. Enter artifacts into the portfolio demonstrating attained skills.
2. Develop an appreciation for what is scientifically based research and how to use research and reason to make curricular and instructional decisions.
3. Summarize recent research findings about the reading process including the National Reading Panel’s recommendations in each of the following areas: phonemic awareness, phonics, fluency, comprehension of vocabulary and text.
4. Analyze an elementary, middle, or high school literacy program in relation to effective characteristics and practices.
5. Complete the Reflection of Student Work (RASW) and link to instruction.

This clinical course is the culminating experience in the plan of study towards NH teacher certification. The culminating teaching experience meets the state standards for certification. The course gives students an opportunity to be mentored in their field of certification by experienced teachers and to practice the variety of methods and strategies that they have studied in their education program. Students have the opportunity to share their experiences, beliefs and best practices with other students during the culminating experience. Students enrolled in this course may be at different stages of acquiring the 360-400 minimum hours of clinical experience. PREREQUISITE: Full admission to the post-baccalaureate teacher certification program and completion of all program requirements. This is the final course in the student's plan of study. The student must complete all New Hampshire Department of Education test requirements and receive approval from Field Placement Faculty prior to registering for this course.

This 1-credit course is the culminating experience in the plan of study toward additional NH teacher certification for already certified teachers. The course gives students an opportunity to be mentored in their field of certification by experienced educators and to practice the variety of methods and strategies studied in the teacher preparation program. Teacher candidates enrolled in this course may be at different stages of acquiring the required hours of supervised teaching experience. Additionally, teacher candidates prepare and present the Credentialing e-Portfolio during the Exit Interview. PREREQUISITE: Full admission to the Granite State College post-baccalaureate teacher certification program and completion of all program requirements. This is the final course in the teacher candidate's plan of study. The student must complete all New Hampshire Department of Education test requirements and receive approval from Field Placement Faculty prior to registering for this course.

This clinical course is designed to provide prospective secondary and middle school teachers with the skills to develop an integrated approach to teaching and learning. It will cover cultural and psychological aspects of learning mathematics, models of instruction and planning, teaching and learning styles, assessment strategies, models and organization and selection of curriculum materials, classroom management, and the role of technology and media within these. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. [Pivotal Standard] Compare and contrast different learning theories and discuss their appropriateness for diverse students.
2. [Pivotal Standard] Plan equitable lessons enabling all students to construct new concepts through active participation in mathematical modeling, investigations and problem solving.
3. Plan lessons incorporating manipulatives, current technologies, and formative assessments.
4. Provide opportunities for students to use written, oral and other creative expressions to demonstrate their understanding of mathematical concepts to various audiences.
5. Demonstrate the capacity to appreciate and recognize the value of professional practices which included learning mathematics content independently and collaborative.
6. Demonstrate knowledge of current state, national and international research, standards, and recommendations regarding teaching of mathematics.
7. Analyze data to create an action plan improve student learning.
8. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals.
9. Develop an understanding of mathematics instruction through 90 hours (undergraduate)/60 hours (post-baccalaureate) of clinical observation/teaching.

This clinical course is designed to provide prospective secondary and middle school teachers with the knowledge, skills, and resources necessary to incorporate literacy skills into their mathematics content area plans. Emphasis will be on integrating the teaching of reading, writing, and oral literacy skills from various fields; students will explore and practice the methods and strategies, including testing and measurement assessments necessary to meet the diverse literacy needs of today’s students allowing them to become independent students. Teaching and discussing theoretical and practical application of current theories and methods involved in teaching literacy to diverse secondary and middle student population within the contemporary pluralistic classroom, including differentiated learning styles through socioeconomic status, gender, and heritage will be emphasized. Ninety supervised clinical hours are required. PREREQUISITE: EDU 700 Introduction to Field Experiences and Program Requirements and EDU 752 Aspects of Mathematics Learning.

View Course Outcomes:

1. Plan and conduct units and lessons appropriate for the grade range which incorporate literacy strategies that assist students in reading and understanding mathematics. Lessons emphasize connections within and between mathematics and other disciplines.
2. Communicate an understanding of mathematics, including, but not limited to, the ability to demonstrate a capacity to communicate coherently about mathematics and mathematics education in both written and oral ways using appropriate mathematical language and notation. The ability to interpret and explain mathematical ideas through reading mathematics in professional publications, as well as analyze and assess the mathematical thinking and strategies of others. Other Learning Outcomes.
3. Recognize, explore and develop mathematical connections, including, but not limited to the ability to provide examples of how mathematics is practiced in various fields. Students will build mathematical understanding by identifying and applying connections among mathematical ideas and show how ideas build on one another across grade levels to form a coherent discipline.
4. Analyze data to create an action plan to improve student learning.
5. Utilize collaboration and PLCs to improve student learning.
6. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals, and
7. Develop an understanding of mathematics instruction through 90 hours of clinical observation/teaching.

In this non-clinical introductory course, students examine the major concepts around the structure and function of organisms and explore the best methodologies to teach these concepts. The major concepts include: DNA’s discovery and structure; replication, transcription, and translation; the organizational levels of organisms; how structure relates to function; and feedback loops and homeostasis. The student develops multiple engaging activities and lesson plans to teach middle or high school children details within the major concepts. Students create formative investigations and assessments related to the major concepts as well as satisfy summative assessment requirements.

View Course Outcomes:

1. Students will have the opportunity to:
2. Understand and articulate content within the major concepts of Life Sciences Structure and Function: Evidence for common ancestry What drives evolution Population statistics and variation in traits Natural selection, adaptation, and what drives change over time
3. Create inquiry learning activities to engage middle or high school students to learn the content.
4. Brainstorm and develop lesson plans to address common student misconceptions around the content.
5. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

In this non-clinical introductory level course, students examine real-life application of life science phenomena and concepts across the curriculum and how these sciences intersect with chemistry, physics, and earth space science. The student uses laboratory techniques to explain and solve problems and develops multiple engaging activities and lesson plans to teach middle or high school children details within the major concepts. Students create formative investigations and assessments related to the major concepts as well as satisfy summative assessment requirements.

View Course Outcomes:

1. Students will have the opportunity to:
2. Understand and articulate content within the major concepts of Life Sciences Across Curricula: Real-life application of life science phenomena and concepts How life sciences intersect with chemistry, physics, and earth space science Using laboratory techniques to explain and solve problems
3. Create inquiry learning activities to engage middle or high school students to learn the content.
4. Brainstorm and develop lesson plans to address common student misconceptions around the content.
5. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

In this introductory level clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver introductory level lessons that include appropriate activities and assessments aligned to a clear and measurable learning objective. Students’ clinical assignments are carried out and assessed in an approved science classroom under the supervision of GSC faculty and on-site Supervising Practitioners.

View Course Outcomes:

1. Students will have the opportunity to:
2. Develop an educational philosophy that includes students’ core beliefs regarding: vision for science education expectations for student learning the role of mutually respectful relationships in the classroom.
3. Create effective and engaging introductory level life science lesson plans for a group of students in grades 7-1
4. Create a positive classroom environment as evidenced by clear procedures and mutually respectful relationships.
5. Design formal and informal formative assessments that target specific learning objectives and provide constructive information regarding next steps in instruction.
6. Analyze mock data sets for patterns of student understanding and individual error analysis.

In this introductory level clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver introductory level lessons that include appropriate activities and assessments aligned to a clear and measurable learning objective. Students’ clinical assignments are carried out and assessed in an approved science classroom under the supervision of GSC faculty and on-site Supervising Practitioners.

View Course Outcomes:

1. Students will have the opportunity to:
2. Develop an educational philosophy that includes students’ core beliefs regarding: vision for science education expectations for student learning the role of mutually respectful relationships in the classroom.
3. Create effective and engaging introductory level life science lesson plans for a group of students in grades 7-1
4. Create a positive classroom environment as evidenced by clear procedures and mutually respectful relationships.
5. Design formal and informal formative assessments that target specific learning objectives and provide constructive information regarding next steps in instruction.
6. Analyze mock data sets for patterns of student understanding and individual error analysis.

In this introductory level clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver introductory level lessons that include appropriate activities and assessments aligned to a clear and measurable learning objective. Students’ clinical assignments are carried out and assessed in an approved science classroom under the supervision of GSC faculty and on-site Supervising Practitioners.

View Course Outcomes:

1. Students will have the opportunity to:
2. Develop an educational philosophy that includes students’ core beliefs regarding: vision for science education expectations for student learning the role of mutually respectful relationships in the classroom.
3. Create effective and engaging introductory level life science lesson plans for a group of students in grades 7-1
4. Create a positive classroom environment as evidenced by clear procedures and mutually respectful relationships.
5. Design formal and informal formative assessments that target specific learning objectives and provide constructive information regarding next steps in instruction.
6. Analyze mock data sets for patterns of student understanding and individual error analysis.

In this introductory level clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver introductory level lessons that include appropriate activities and assessments aligned to a clear and measurable learning objective. Students’ clinical assignments are carried out and assessed in an approved science classroom under the supervision of GSC faculty and on-site Supervising Practitioners.

View Course Outcomes:

1. Students will have the opportunity to:
2. Develop an educational philosophy that includes students’ core beliefs regarding: vision for science education expectations for student learning the role of mutually respectful relationships in the classroom.
3. Create effective and engaging introductory level life science lesson plans for a group of students in grades 7-1
4. Create a positive classroom environment as evidenced by clear procedures and mutually respectful relationships.
5. Design formal and informal formative assessments that target specific learning objectives and provide constructive information regarding next steps in instruction.
6. Analyze mock data sets for patterns of student understanding and individual error analysis.

In this non-clinical intermediate course, students examine the major concepts around the structure and function of organisms and explore the best methodologies to teach these concepts. The major concepts include: DNA’s discovery and structure; replication, transcription, and translation; the organizational levels of organisms; how structure relates to function; and feedback loops and homeostasis. The student develops multiple engaging activities and lessons.

View Course Outcomes:

1. Students will have the opportunity to:
2. Understand and articulate content within the major concepts of Life Sciences Structure and Function: DNA discovery and structure: DNA; RNA; Proteins; Cells; Tissues; Organs; Organ Systems; Organisms How structure relates to function Feedback loops and homeostasis
3. Create inquiry learning activities to engage middle or high school students to learn the content.
4. Brainstorm and develop lesson plans to address common student misconceptions around the content.
5. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

In this course, students examine typical and non-typical development of children from birth through age 8. This is a time of rapid brain growth and overall development that forms the foundation for all learning. For young children who have exceptionalities in the physical, behavioral, developmental, or learning domains, these years are even more critical. The purpose of this course is to provide current, research-based knowledge and resources for professionals and their families who nurture, support, and provide services to exceptional children. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. Research, describe, and compare typical and non-typical development of children, birth through age eight.
2. Examine Individuals with Disabilities Education Act (IDEA) Part C (ages 0-through age 2) B and Part B (ages 3 to 21) and delineate the implications for the education of children with disabilities, birth through age eight.
3. Research and evaluate the history of special education in the United States, changing views of disability, and the planning and delivery of special education services with an emphasis on inclusion.
4. Analyze and evaluate the significant issues in the education of linguistically and culturally diverse students and students who are gifted.
5. Categorize and synthesize the research on the manifestations, origins, and teaching implications for the following: a. motor development b. medically-related problems c. adaptive behavior and self-help skills d. social and emotional development e. communication and language development f. cognitive development
6. Describe and evaluate the assessment tools used to identify the disabilities listed above.
7. Reflect on best practices for children with disabilities through written assignments and through selection of work samples for their professional portfolio.

In this course, students use procedures involved in the evaluation process for determination of eligibility for special education. Students develop the skills necessary to administer and interpret assessment tools commonly used by early intervention staff and early childhood special education teachers. Under the supervision of the district mentor, students review early support and services records and/or school records, gather information, observe an evaluation team meeting, consult with district evaluators, and review a variety of assessment tools and evaluation reports for young children through age 8. Students participate in preparing an assessment plan, administering chosen assessment tools, and writing assessment reports. Emphasis is placed on working with team members in the evaluation process. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. Examine assessment tools (to measure intelligence, communication skills, academic skills, and other skills) typically used to assess young children in his/her district and discuss these tools with a qualified examiner.
2. Examine relevant formal and informal assessments from following list and administer as appropriate: a. classroom observation b. an early learning profile/scale c. criterion-referenced test d. a functional behavior assessment e. an assessment portfolio f. an adaptive behavior assessment g. a comprehensive standardized achievement battery
3. Participate as a member of an education team to identify, interpret, present, and discuss appropriate assessments to: a. determine eligibility for special education b. develop the Individualized Education Plan/Individualized Family Support Plan c. plan instruction d. evaluate progress f. communicate educational results to others.
4. Synthesize available information and incorporate into assessment process.
5. Eexamine developmental variations that are physical, sensory, cognitive, and emotional and the implications of these developmental variations for the entire assessment process.
6. Reflect on best practices and the legal and ethical responsibilities of a special education teacher in early childhood settings through written assignments and through selection of work samples for professional portfolios.

In this clinical course, students focus on STEM content, effective practice, instructional strategies, materials and curriculum integration, based on standards, inquiry, and connections to the real world. STEM concepts of curiosity, creativity, collaboration and critical thinking are researched and explored. Students will learn about the Scientific Method, as well as the roles of observation, classification, description, experimentation, application and imagination. Students will learn how to use technology and interactive media in the early childhood classroom to support learning. The role of engineering in the curriculum will be investigated, including design of methods and ideas for product development. Students will understand and apply math process standards of problem-solving, reasoning and proof, communication, connection, and representation. The course emphasizes application of principles in order to investigate and create experiences which employ STEM concepts and teaching strategies. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. The rational for integration of the STEM curriculum and its impact on learning.
2. Use problem-solving approaches to investigate and understand mathematics content.
3. Reflect on best practices in early childhood special education through written assignments, and through selection of work samples for professional portfolios.
4. Use technology to identify developmentally appropriate uses of online resources.
5. Enter artifacts into the TaskStream e-portfolio demonstrating attained skills.
6. Understand curriculum, assessment and instruction through 49 hours of clinical observation.

In this clinical course, students examine, develop, and evaluate developmentally appropriate curriculum and instruction in early childhood special education settings, for young children birth through age 8 (grade 3). Students use district and state curriculum and integrate subjects with one another. Students develop skills to create and advocate for healthy, supportive, respectful, and challenging learning environments for all children. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

In this course, students research and evaluate family, community and professional partnerships which support the growth and development of children with disabilities. The specific roles and responsibilities of each contributing partner will be explored and analyzed. Students, using knowledge acquired in areas of collaboration, consultation and teaming, construct service delivery models to support young children with diverse needs and their families. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. Explore the roles and responsibilities of early care and education professionals and families of young children with exceptionalities.
2. Identify and evaluate models which support the collaborative efforts of early care and education professionals and families of young children with exceptionalities.
3. Identify roles and responsibilities of early care and education professionals and families in the special education process.
4. Develop, implement, and evaluate a model for collaboration to support the development and learning of young children with exceptionalities.
5. Select an assignment and critically reflect on best practice in collaborative partnerships to add to their professional portfolio.

This clinical course focuses on the components and processes involved in the legal aspects and development of Individual Family Service Plans (IFSP) and Individualized Education Programs (IEPs). Under the supervision of a district mentor, Students review school records; observe IFSP/IEP team meetings; consult with district evaluators, student and parents; analyze previously written IFSPs/IEPs and progress reports; and develop the skills necessary to prepare IFSPs/IEPs inclusive of transition plans and/or services. The culminating activities of the course include the development of an IFSP and an IEP, and a research paper which addresses the legal/ethical considerations and implications in the development of IFSPs and IEPs. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. Identify, research, and evaluate the legal/ethical considerations and implications in the development of an IFSP and an IEP.
2. Identify, research, and evaluate the critical elements and importance of early childhood transition plans
3. Develop and evaluate both an IFSP and an IEP which meet the following criteria: a. meets all legal requirements b. provides access to the general curriculum c. identifies services to support all aspects and stages of childs/students development d. delineates roles and responsibilities and embeds an accountability process for family, school and community partners

In this clinical course, students examine basic principles and components of life skills that children need as foundation for the development of positive social skills, e.g., attachment, affiliation, self-regulation, initiative, problem-solving, and respect. The student develops and implements a variety of activities and lesson plans to teach young children these critical life skills. Students develop strategies to be used with young children receiving early intervention services and/or to motivate young children in their preschool programs/classrooms by facilitating the development of positive peer relationships, addressing emotional needs, and minimizing disruptions resulting in increased learning. The Granite State College student documents the use of individual activities and/or classroom strategies in a professional portfolio. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

In this non-clinical intermediate course, students examine the major concepts around the flow of matter and energy within ecosystems and explore the best methodologies to teach these concepts. The major concepts include: energy production in organisms; cycling of carbon through each sphere; carbon’s role in living things; cycling of matter and energy in aerobic and anaerobic conditions; and cycling of matter and energy among organisms and ecosystems. The student develops multiple engaging activities and lesson plans to teach middle or high school children details within the major concepts. Students create formative investigations and assessments related to the major concepts as well as satisfy summative assessment requirements. Students plan an integrated/thematic unit with lessons that align with Next Generation Science Standards.

View Course Outcomes:

1. Students will have the opportunity to:
2. Understand content within the major concepts of matter and energy flow within ecosystems: Photosynthesis, cellular respiration, and fermentation in energy production Cycling of matter and energy through the Earth's spheres, including: Cycling of carbon through each sphere Carbon's role in living things Cycling of matter and energy in aerobic and anaerobic conditions Cycling of matter and energy among organisms and ecosystems
3. Create inquiry learning activities to engage middle or high school students to learn the content.
4. Brainstorm and develop lesson plans to address common student misconceptions around the content.
5. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

This is an introductory, fast-paced course on the role of the digital learning specialist and the available technology tools to improve teaching and learning. Candidates will formulate a vision for what type of digital learning specialist they will become. Individually and collaboratively, candidates will reduce fear, embrace exploration of technology in all facets and manifestations while building practical technical skills. Candidates will learn to find and evaluate resources, applications, tools and software both for teaching and their own learning. The class emphasizes the development of on-going ‘self-propelled’ professional development and reflection habits. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

View Course Outcomes:

1. A broad overview of the opportunities and challenges associated with becoming a school-based digital learning specialist
2. Developed an understanding of their own attitudes about technology and how they can influence success in the role of digital learning specialist
3. Explored the technologies presently available and begin to ‘play’ with the technologies in a way that demonstrates a level of comfort with the technologies and relevance to the classroom.
4. The ability to speculate on the future – what will your role be, what new technologies are on the horizon, how might these technologies further enhance our students’ learning experiences.
5. Explored how to design and implement digitally-based learning experiences with multiple and varied formative and summative assessments.

Candidates will explore how to effectively use technology with differentiation, rigor, relevance, and engaging learning experiences to enhance existing curriculum. Candidates will gain knowledge of digital tools to model, promote, and facilitate experiences that advance learner competency, creativity, and innovation in both face-to-face and virtual environments. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

View Course Outcomes:

1. How are state and national standards implemented within the curriculum?
2. What is the relationship between and among curriculum, pedagogy, and assessment?
3. How can I collaborate with other educators to model, design, and implement technology enhanced learning experiences addressing both technology and content standards?

Candidates build understandings and practical pedagogical skills/strategies for effective implementation of a constructivist curriculum including management of cooperative learning groups, project-based learning, and inquiry-based learning. Teacher candidates will explore strategies to properly carry out this type of learning and assessment in the classroom setting. Various technological tools and resources will be explored and shared. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

View Course Outcomes:

1. How do I model and promote effective management and use of digital tools and resources to support technology rich learning environments?
2. How do I evaluate, adapt, and reflect on digital tools, resources, and emerging trends by reviewing current research and evidence based innovative practices?
3. How can I collaborate with other educators to promote innovative and creative thinking using digital tools to engage learners in real-world problem solving?
4. How do I design and implement digitally based learning experiences with multiple and varied formative and summative assessments?

This course investigates the principles of Universal Design for Learning (UDL) as a tool to meet the needs of all learners in the classroom. Candidates explore the UDL framework and examine how designing lessons with the UDL guidelines can improve and optimize learning for all students. Candidates research the use of assistive technologies to allow every student access to the curriculum, as well as determine what assistive technology is appropriate for overcoming barriers to learning. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. What is Universal Design for Learning and why is it important to know about?
2. How do I find out about, evaluate, and support the use of assistive technology for my learners?
3. How do I model and promote the use of adaptive and assistive technologies and other digital tools and resources to personalize and differentiate activities for all learners?
4. How do I use technology to support the management and efficiency of my teaching?

In this course students will be exposed to the current theories in educational leadership, discover and explore their own leadership styles, and develop strategies to promote and participate in the development and implementation of technology to foster excellence to support transformational change throughout the instructional environment. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

View Course Outcomes:

1. Promote and participate in the development an implementation of a shared vision for the comprehensive integration of technology to support learning opportunities for all learners and educators.
2. Model and promote the effective management and use of digital tools and resources to support a technology rich learning environment.
3. Evaluate, adapt, and reflect on digital tools, resources, and emerging trends by participating in and contributing to school technology learning communities.
4. Explore strategies for funding educational technology.

In this culminating clinical experience, the candidate will develop and implement a comprehensive instructional project demonstrating full understanding and application of instructional technological integration leadership. Candidates will reflect, revise, self-assess, and evaluate their instruction and leadership based on student learning and positive school change.

In this non-clinical intermediate course, students examine the major concepts around interdependencies between organisms within ecosystems and explore the best methodologies to teach these concepts. The major concepts include: natural factors that affect population size; human influence on populations; factors that influence biodiversity; carrying capacity; and the role of group behavior on ecosystems. The student develops multiple engaging activities and lesson plans to teach middle or high school children details within the major concepts. Students create formative investigations and assessments related to the major concepts as well as satisfy summative assessment requirements. Students plan an integrated/thematic unit with lessons that align with Next Generation Science Standards.

View Course Outcomes:

1. Understand and articulate content within the major concepts of interdependencies of organisms within ecosystems: Natural factors that affect population size Human influence on population Factors that influence biodiversity Carrying capacity Role of group behavior
2. Create inquiry learning activities to engage middle or high school students to learn the content.
3. Brainstorm and develop lesson plans to address common student misconceptions around the content.
4. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

In this intermediate clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver intermediate level lessons that include higher order thinking, rich academic language, differentiation, and data based instructional decisions. Students’ clinical assignments are carried out and assessed in an approved science classroom under the supervision of GSC faculty and on-site Supervising Practitioners.

View Course Outcomes:

1. Students will have the opportunity to:
2. Continue developing an educational philosophy to include students’ core beliefs regarding commitments to a safe and productive science classroom climate.
3. Create effective and engaging intermediate level life science lesson plans for a group of students in grades 7-1
4. Demonstrate responsive teaching methods that maintain student engagement and efficiently transition students between science activities without loss of time or focus.
5. Design and facilitate inquiry based, learning activities that promote higher order, extended thinking.
6. Identify educational technologies that amplify the learning of specific science objectives.
7. Differentiate the content, process, and/or product of a lesson for various student preferences, needs, and background data.
8. Write formative summative assessment questions that allow students to demonstrate the depth of their understanding.
9. Analyze students data to determine an appropriate next objective.

In this intermediate clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver intermediate level lessons that include higher order thinking, rich academic language, differentiation, and data based instructional decisions. Students’ clinical assignments are carried out and assessed in an approved science classroom under the supervision of GSC faculty and on-site Supervising Practitioners.

View Course Outcomes:

1. Students will have the opportunity to:
2. Continue developing an educational philosophy to include students’ core beliefs regarding commitments to a safe and productive science classroom climate.
3. Create effective and engaging intermediate level life science lesson plans for a group of students in grades 7-1
4. Demonstrate responsive teaching methods that maintain student engagement and efficiently transition students between science activities without loss of time or focus.
5. Design and facilitate inquiry based, learning activities that promote higher order, extended thinking.
6. Identify educational technologies that amplify the learning of specific science objectives.
7. Differentiate the content, process, and/or product of a lesson for various student preferences, needs, and background data.
8. Write formative summative assessment questions that allow students to demonstrate the depth of their understanding.
9. Analyze students data to determine an appropriate next objective.

In this intermediate clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver intermediate level lessons that include higher order thinking, rich academic language, differentiation, and data based instructional decisions. Students’ clinical assignments are carried out and assessed in an approved science classroom under the supervision of GSC faculty and on-site Supervising Practitioners.

View Course Outcomes:

1. Students will have the opportunity to:
2. Continue developing an educational philosophy to include students’ core beliefs regarding commitments to a safe and productive science classroom climate.
3. Create effective and engaging intermediate level life science lesson plans for a group of students in grades 7-1
4. Demonstrate responsive teaching methods that maintain student engagement and efficiently transition students between science activities without loss of time or focus.
5. Design and facilitate inquiry based, learning activities that promote higher order, extended thinking.
6. Identify educational technologies that amplify the learning of specific science objectives.
7. Differentiate the content, process, and/or product of a lesson for various student preferences, needs, and background data.
8. Write formative summative assessment questions that allow students to demonstrate the depth of their understanding.
9. Analyze students data to determine an appropriate next objective.

In this intermediate clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver intermediate level lessons that include higher order thinking, rich academic language, differentiation, and data based instructional decisions. Students’ clinical assignments are carried out and assessed in an approved science classroom under the supervision of GSC faculty and on-site Supervising Practitioners.

View Course Outcomes:

1. Students will have the opportunity to:
2. Continue developing an educational philosophy to include students’ core beliefs regarding commitments to a safe and productive science classroom climate.
3. Create effective and engaging intermediate level life science lesson plans for a group of students in grades 7-1
4. Demonstrate responsive teaching methods that maintain student engagement and efficiently transition students between science activities without loss of time or focus.
5. Design and facilitate inquiry based, learning activities that promote higher order, extended thinking.
6. Identify educational technologies that amplify the learning of specific science objectives.
7. Differentiate the content, process, and/or product of a lesson for various student preferences, needs, and background data.
8. Write formative summative assessment questions that allow students to demonstrate the depth of their understanding.
9. Analyze students data to determine an appropriate next objective.

In this non-clinical advanced course, students examine the major concepts around the genetics and mechanisms of inheritance in organisms and explore the best methodologies to teach these concepts. The major concepts include: mitosis and cell division; DNA and the inheritance of traits; meiosis, mutations and change over time; and the statistics of genetics. The student develops multiple engaging activities and lesson plans to teach middle or high school children details within the major concepts. Students create formative investigations and assessments related to the major concepts as well as satisfy summative assessment requirements. Students plan an integrated/thematic unit with lessons that align with Next Generation Science Standards.

View Course Outcomes:

1. Students will have the opportunity to:
2. Understand and articulate content within the major concepts of Genetics and Inheritance: Mitosis and how it maintains organisms DNA and inheritance of traits through multiple generations Meiosis, mutations, and how genes change over time Variation and distribution of traits The statistics of genetics
3. Create inquiry learning activities to engage middle or high school students to learn the content.
4. Brainstorm and develop lesson plans to address common student misconceptions around the content.
5. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

In this non-clinical advanced level course, students examine the major concepts of the application and use of math and identification and manipulation of variables in life sciences. The major concepts include: applying mathematical modeling to a variety of concepts; using statistical concepts to model and predict; identifying and manipulating variables. The student may develops multiple engaging activities and lesson plans to teach middle or high school children details within the major concepts. Students create formative investigations and assessments related to the major concepts as well as satisfy summative assessment requirements. Students plan an integrated/thematic unit with lessons that align with Next Generation Science Standards.

View Course Outcomes:

1. Students will have the opportunity to:
2. Understand and articulate content within the major concepts of the application of mathematics to the life sciences: Applying mathematical modeling to a variety of concepts Using statistical concepts to model and predict Identifying and manipulating variables
3. Create inquiry learning activities to engage middle or high school students to learn the content.
4. Brainstorm and develop lesson plans to address common student misconceptions around the content.
5. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

This course examines and discusses significant historical and contemporary trends and issues in deaf education. Social, educational and scientific perspectives of hearing loss and culture values will be explored. A primary focus of the course is on educational/methodological models, information technology, Deaf Culture and the development of legal rights of deaf and hard-of-hearing individuals and their families. Topics presented also include: current issues, methods and materials involved in providing successful educational programming for students with hearing loss both in specialized programs for deaf children and in mainstream/inclusion settings. Fundamental premises of the roles and services of various individuals and organizations serving deaf children, their families and teachers are presented and discussed. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

View Course Outcomes:

1. Discuss the physical, psychological and social-emotional impact of hearing loss on children.
2. Discuss the various methods of communication used by deaf individuals and related social and cultural ramifications.

This course provides an overview of hearing loss. It will expose students to sound, hearing development, audiological assessment and management of hearing technology. Students will be engaged in assignments and projects that allow them to (re)consider the “learning” process for children with hearing loss in their classrooms. PREREQUISITE: EDU 700: Introduction to Field Experience and Program Requirements.

View Course Outcomes:

1. Describe the physics of sound and basic acoustics.
2. Discuss the reasons for Early Hearing Detection and Intervention.
3. Explain the processes of auditory perception.
4. Describe basic audiometric procedures (behavioral and electrophysiological).
5. Explain the degree and type of hearing loss and its impact on social, emotional, cognitive and language development.

The cultural, educational, political and legal influences that affect the lives of people who are deaf and hard of hearing including those who are recipients of cochlear implants. The impact of pre-lingual and post-lingual deafness on an individual’s psychosocial and emotional functioning will be covered in this course. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. The psychosocial and cultural aspect of deafness.
2. Deaf Culture and its social and political implications.
3. The psychosocial and culture impact of deafness on the family.
4. The psychosocial and culture impact of deafness on the individual.
5. The various communication modalities used by deaf and hard of hearing individuals.
6. Medical Model versus Culture Model of deafness.
7. Politically correct terms regarding deafness and hearing loss.
8. Psychosocial and emotional implications of the pre- and post-lingually deaf persons and their families.

This sequence of courses is designed to provide a basic understanding of American Sign Language (ASL). In addition to developing a foundation of basic signs, these courses will focus on learning the fingerspelling alphabet, the development of proper fingerspelling techniques, proper ASL syntax, and appropriate facial expressions (WH-Questions & and Y/N Questions). Emphasis will be placed on developing both expressive and receptive sign language skills. Additional topics will include the history and origin of signs and Deaf Culture in America. Upon completion of the course, students will be able to communicate on a basic level with Deaf individuals using American Sign Language as their mode of communication. PREREQUISITE: EDU 700 Introduction to Field Placement and Program Requirements.

his sequence of courses is designed to provide a basic understanding of American Sign Language (ASL). In addition to developing a foundation of basic signs, these courses will focus on learning the fingerspelling alphabet, the development of proper fingerspelling techniques, proper ASL syntax, and appropriate facial expressions (WH-Questions and Y/N Questions). Emphasis will be placed on developing both expressive and receptive sign language skills. Additional topics will include the history and origin of signs and Deaf Culture in America. Upon completion of the course, students will be able to communicate on a basic level with Deaf individuals using American Sign Language as their mode of communication. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

This course will provide information regarding the etiology and age of onset of hearing loss, anatomy and physiology of the hearing mechanism, degree and type of hearing loss, and interpretation of audiological results. The course will also offer information on auditory skill development, the utilization of various forms of amplification including hearing aids, cochlear implants, and FM systems, and the relationship of classroom acoustics to auditory access. Additionally, information in the area of spoken language development will be provided, including speech sound acquisition, development of vocabulary, syntax and pragmatics, and the relationship of listening and spoken language to literacy. PREREQUISITE: EDU 700 Introduction to Field Placement and Program Requirements.

View Course Outcomes:

1. Identify the anatomy of the speech mechanism.
2. Describe the physiology of speech production.
3. Explain the importance of the auditory feedback process for speaking and listening.
4. Identify evidence-based practices for assessing and developing spoken language.
5. Analyze communication abilities (strengths and needs) of deaf or hard of hearing students.
6. Plan individual auditory, speech and language sessions to increase communication competence.

This course will introduce candidates to the components of language, normal developmental language sequences in children, and the impact of hearing loss upon language acquisition. Auditory and visual strategies for facilitating language acquisition among students who are deaf and hard of hearing will be included, as will protocols for integrating language instruction into academic content area instruction. Students will be introduced to the array of communication options available to families of children who are deaf and hard of hearing, early communication behaviors expressed by young children, and strategies for supporting families making communication decisions. This clinical course addresses scientifically based reading research and principles of effective language arts & and literacy instruction. Students examine reading programs created for students who are deaf and hard of hearing, create lesson plans, select websites and technology tools available online to support these lessons and practice using scoring rubrics. Students will develop, implement and evaluate their teaching and the learning of their students. PREREQUISITE: EDU 700 Introduction to Field Placement and Program Requirements.

This course content will cover what teachers of students who are deaf and hard of hearing need to know in order to choose and effectively implement the most appropriate methodology, evaluation procedures, goal/objective sets and lesson plans. Ongoing assessment measures to monitor student progress and to validate the effectiveness of specific instructional methods and materials through data collection will be addressed. Attention will be given to how curriculum and instruction are differentiated through the service delivery spectrum: consultation, itinerant, resource room and full time class (supplemental) instruction. This clinical course utilizes scientifically based research and principles of high impact, effective instruction. Candidates will develop, implement and evaluate their teaching and the learning of their students. PREREQUISITE: EDU 700: Introduction to Field Placement and Program Requirements.

This course provides an overview of educational disabilities and the implications for students who are deaf and hard of hearing. Students examine definitions, characteristics, and teaching strategies for deaf and hard of hearing students, P-21, who have a variety of special needs. PREREQUISITE: EDU 700 Introduction to Field Placement and Program Requirements.

This clinical course is the culminating experience in the plan of study toward NH teacher certification. This course gives candidates an opportunity to be mentored in their field of certification by experienced teachers holding graduate degrees, to practice a variety of methods and strategies studied in their certification program, and to prepare and present their credentialing portfolio. PREREQUISITE: EDU 700 Introduction to Field Placement and Program Requirements.

This course is designed to provide an overview of the various components involved in educating students who are blind and visually impaired. You will explore the history, definitions, legislation, federal entitlements, organizations, publications, and services that pertain to the education of students with blindness and vision impairments. PREREQUISITE: EDU 700 Introduction to Field Placement and Program Requirements

View Course Outcomes:

1. Identify federal entitlements that provide specialized equipment and materials for individuals with blindness and vision disabilities.
2. Discuss educational definitions, identification criteria, labeling issues, and incidence and prevalence figures for individuals with blindness and vision disabilities.
3. Explain the impact of visual disability on learning and experience.
4. Identify organizations and publications relevant to the field of blindness and vision disabilities.
5. Discuss the psychosocial aspects of visual disability.

This course is designed to provide the student with a basic understanding of the structures and functions of the human eye as well as the common diseases that affect the eye and the functional / educational implications of these diseases. It will also provide an understanding of how to interpret an eye report and common ophthalmic terminology. Topics include: structure of the eye, pathologies that affect the visual system, functional implications of these diseases, functions of the brain and visual pathways, interpreting eye reports, and ophthalmic terminology. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements.

View Course Outcomes:

1. Demonstrate an understanding of basic terminology related to the structure, function, and development of the human visual system by compiling a virtual notebook on these topics.
2. Demonstrate an understanding of diseases and disorders of the human visual system and the effects of visual disability on development by developing a Cause and Effect chart of these disorders.
3. Discuss the impact of visual disability on learning and experience.
4. Use specialized terminology used in assessing individuals with blindness and visual disabilities.
5. Interpret eye reports and other vision-related diagnostic information.

This course is designed to train students to become proficient in the reading and writing of contracted literary Braille. Throughout the course, students will have extensive practice in producing Braille with a Perkins Brailler, electronically, and with a slate and stylus. PREREQUISITE: EDU 700 Introduction to Field Placement and Program Requirements.

View Course Outcomes:

1. Transcribe, proofread, and interline materials in contracted literary Braille.
2. Use Braillewriter, slate and stylus, and computer technology to produce Braille materials

This course will cover the Nemeth Braille Code for Math with opportunities for practicing writing math problems in Braille, an overview of teaching the Cranmer abacus and creating tactile graphics. Some instructional strategies and resources will be covered. This is a hybrid course with 3 face to face classes. A field experience (five observation hours) is required. PREREQUISITE: EDU 700 Introduction to Field Experience and Program Requirements

View Course Outcomes:

1. Identify strategies for teaching Nemeth
2. Identify strategies for use of the abacus, talking calculator,
3. Use the Braillewriter to produce Braille materials
4. Produce tactile graphics lesson for math
5. Will identify tactual perceptual skills for students with blindness and visual impairment

This course addresses the Expanded Core Curriculum (ECC) that blind and visually impaired students need in addition to their core curriculum classes in which all students participate. These areas include Compensatory or Functional Academic skills, including Communication Modes, Orientation and Mobility, Social Interaction, Independent Living, Recreation and Leisure, Career Education, Technology, Visual Efficiency and Self-Determination skills. An overview of each area will be provided with best practices given to assist the prospective Teacher of Visual Impairment in teaching these concepts as well as provide an understanding of other professionals who provide specific training in certain areas. There will be three face to face sessions. Observation hours (18) will be linked to the course. PREREQUISITE: EDU 700 Introduction to Field Placement and Program Requirements.

This hybrid course, including three face to face classes, will provide students with the opportunity to acquire assessment and instructional strategies for working with those students who are blind and visually impaired. Coursework and experiences will include administration of a Functional Vision Assessment and a Learning Media Assessment. Students will demonstrate an understanding of strategies through hands on experiences. These activities will enable participants to design and identify appropriate environmental, instructional and material adaptations as well as inclusion strategies. PREREQUISITE: EDU 700 Introduction to Field Placement and Program Requirements.

View Course Outcomes:

1. Discuss important factors and explain the components of a Functional Vision Assessment and a Learning Media Assessment.
2. Administer a Functional Vision Assessment (FVA) and Learning Media Assessment (LMA).
3. Write a FVA and LMA reports along with and appropriate recommendations.
4. Write vision related IEP goals.
5. Discuss and demonstrate intervention strategies for students with Blindness and Visual Impairment.
6. Create a concise list of accommodations and modifications
7. Discuss three additional evaluation tools.
8. Discuss technology adapted to the unique needs of students with vision loss.
9. Create an adapted literacy book(s).

This course is designed to prepare practitioners to address the varied and complex needs of children and youth with vision loss and additional disabilities, and specific to the following skill areas: communication/language, social interactions, literacy, and life skills. Course content will address common etiologies and neurological conditions, critical vision loss and additional disabilities, and the roles of team members in adapting curricula and learning environments. In addition, students will learn strategies for assisting the Educational Team in the process of developing communication skills for children with vision loss and additional disabilities. PREREQUISITE: EDU 700 Introduction to Field Placement and Program Requirements.

This course delineates the documentation needed for the culminating experience as outlined in the New Hampshire State Standards for teacher certification. Certification candidates construct a credentialing/professional electronic portfolio that reflects the full range of experiences based on the standards for certification in their program of study and the professional education standards for all teachers. Teacher candidates build their teaching capacity throughout their plan of study. The field experiences are embedded in the methods courses, and provide opportunities to be mentored in their field of certification by master teachers, and to practice the variety of methods and strategies studied in the education program. Candidates will share their experiences, beliefs and best practices with other candidates during this culminating experience. Candidates enrolled in this course may be at different stages of acquiring one semester or its equivalent as a beginning educator. In this culminating course, candidates will complete all requirements for teacher certification, document the completion of these requirements and develop a Five-Year Professional Plan with goals, via the electronic credentialing/professional portfolio, and present the portfolio in an exit interview. PREREQISITE: EDU 700 Introduction to Field Experience and Program Requirements.

In this advanced clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver advanced level lessons that include instructional strategies generated based on student data, scaffolding for unique student needs, varied assessments, and high quality reflections. Students’ clinical assignments are carried out and assessed in an approved science classroom under the supervision of GSC faculty and on-site Supervising Practitioners.

View Course Outcomes:

1. Students will have the opportunity to:
2. Finalize an educational philosophy to include students’ core beliefs regarding honoring differences in students’ belief systems, race, gender, socioeconomic status.
3. Create effective and engaging advanced level life science lesson plans for a group of students in grades 7-1
4. Design assessment tasks that are modified or adapted to meet identified students’ needs.
5. Provide PK-12 science students with high quality feedback.
6. Design and facilitate PK-12 inquiry based learning tasks that show proactive considerations for cooperative group dynamics and evidence based instructional decisions.
7. Generate appropriate next steps in instruction based on the level of understanding demonstrated in student work.
8. Analyze student data to assess progress toward learning objectives and the effectiveness of specific scaffolds selected.

In this advanced clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver advanced level lessons that include instructional strategies generated based on student data, scaffolding for unique student needs, varied assessments, and high quality reflections. Students’ clinical assignments are carried out and assessed in an approved science classroom under the supervision of GSC faculty and on-site Supervising Practitioners.

View Course Outcomes:

1. Students will have the opportunity to:
2. Finalize an educational philosophy to include students’ core beliefs regarding honoring differences in students’ belief systems, race, gender, socioeconomic status.
3. Create effective and engaging advanced level life science lesson plans for a group of students in grades 7-1
4. Design assessment tasks that are modified or adapted to meet identified students’ needs.
5. Provide PK-12 science students with high quality feedback.
6. Design and facilitate PK-12 inquiry based learning tasks that show proactive considerations for cooperative group dynamics and evidence based instructional decisions.
7. Generate appropriate next steps in instruction based on the level of understanding demonstrated in student work.
8. Analyze student data to assess progress toward learning objectives and the effectiveness of specific scaffolds selected.

In this advanced clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver advanced level lessons that include instructional strategies generated based on student data, scaffolding for unique student needs, varied assessments, and high quality reflections. Students’ clinical assignments are carried out and assessed in an approved science classroom under the supervision of GSC faculty and on-site Supervising Practitioners.

View Course Outcomes:

1. Students will have the opportunity to:
2. Finalize an educational philosophy to include students’ core beliefs regarding honoring differences in students’ belief systems, race, gender, socioeconomic status.
3. Create effective and engaging advanced level life science lesson plans for a group of students in grades 7-1
4. Design assessment tasks that are modified or adapted to meet identified students’ needs.
5. Provide PK-12 science students with high quality feedback.
6. Design and facilitate PK-12 inquiry based learning tasks that show proactive considerations for cooperative group dynamics and evidence based instructional decisions.
7. Generate appropriate next steps in instruction based on the level of understanding demonstrated in student work.
8. Analyze student data to assess progress toward learning objectives and the effectiveness of specific scaffolds selected.

In this advanced clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver advanced level lessons that include instructional strategies generated based on student data, scaffolding for unique student needs, varied assessments, and high quality reflections. Students’ clinical assignments are carried out and assessed in an approved science classroom under the supervision of GSC faculty and on-site Supervising Practitioners.

View Course Outcomes:

1. Students will have the opportunity to:
2. Finalize an educational philosophy to include students’ core beliefs regarding honoring differences in students’ belief systems, race, gender, socioeconomic status.
3. Create effective and engaging advanced level life science lesson plans for a group of students in grades 7-1
4. Design assessment tasks that are modified or adapted to meet identified students’ needs.
5. Provide PK-12 science students with high quality feedback.
6. Design and facilitate PK-12 inquiry based learning tasks that show proactive considerations for cooperative group dynamics and evidence based instructional decisions.
7. Generate appropriate next steps in instruction based on the level of understanding demonstrated in student work.
8. Analyze student data to assess progress toward learning objectives and the effectiveness of specific scaffolds selected.

In this culminating, field-based course, students use their content knowledge and field experience to design and implement a three lesson unit that reflects the full range of experiences based on the standards for certification in Life Sciences for Grade 7-12 and the professional education standards for all teachers. As part of the course, candidates demonstrate completion of all requirements for teacher certification through the Teacher Candidate Assessment of Performance (TCAP).

View Course Outcomes:

1. Students will have the opportunity to:
2. Construct a philosophy of developmentally appropriate educational practice for Life Science that reflects the belief that all children/students can learn and develop to their full potential and shows respect for the gifts and talents of all children/students.
3. Design developmentally appropriate life science lessons that demonstrate life science content knowledge and connect to state and local curriculum frameworks and guidelines, the community, and the ever changing nature of knowledge.
4. Design developmentally appropriate inquiry based instruction that supports the cognitive, language, moral, social, emotional, physical, and creative development of children/students.
5. Design instruction that demonstrates an understanding of diversity of learners and uses a variety of resources including technology.
6. Create science learning environments that are collaborative, challenging, dynamic, safe, and encourage openness, respect, and caring.
7. Use formal and informal assessments to continually monitor students’ learning needs, program design, and teaching effectiveness, and demonstrate the ability to communicate the results to children, parents, and colleagues.
8. Model professionalism in all aspects including: communication, ethics, self-reflection, professional development, and community/school and district involvement.

The instructional leader promotes the learning and growth of all students and the success of all staff, cultivating a shared vision, to make powerful teaching and learning the central focus of schooling. Candidates will identify the skills and knowledge needed to develop and support a dynamic teaching and learning environment, to include instructional leadership, innovation, 21st Century demands, technology integration, data-driven decision-making and support of NH State Reform priorities. The primary focus will be a data-informed assessment and evaluation of curriculum and instruction.

Effective leaders promote the success for all students by nurturing and sustaining a school culture of reflective practice, high expectations and continuous learning for staff, to include instructional leadership, innovation, 21st Century demands, technology integration, data-driven decision-making and support of NH State Reform priorities. The primary focus will be a commitment to high standards, cultural proficiency, communications, continuous learning, shared vision, risk-taking and problem solving.

This course is the first of a two term capstone sequence in which graduate candidates gain meaningful experience and apply knowledge from previous coursework. The candidate develops an authentic, critical, participatory action research project to include evaluation of teaching and learning and development of a professional culture to promote student success. Effective teacher are effective communicators and collaborators, supporting engagement, engendering shared responsibility while strategically supporting a shared goal and vision.

View Course Outcomes:

1. Develop understandings about this competency-based program’s requirements, philosophy, and operation.
2. Complete the entrance requirements for Part III of the Application for the program including: a. Identification of in-school Mentor
3. Complete an explorative reflection on leadership
4. Begin to compose an iterative Plan for Learning based on demonstration of National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 201
5. Reston, VA: Author http://www.njpsa.org/documents/pdf/ProfessionalStandardsforEducationalLeaders2015forN PBEAFINAL.pdf
6. Understand the Distributed Leadership Model, and the implications for Teacher Leaders and Student Learning, as demonstrated in the weekly Discussion Board Posts.
7. Write an 8 page Research Paper, using the APA format.

This course is the second of a two term capstone sequence in which graduate candidates implement an authentic, critical, participatory action research project to include evaluation of teaching and learning and development of a professional culture to promote student success. Effective teacher are effective communicators and collaborators, supporting engagement, engendering shared responsibility while strategically supporting a shared goal and vision. PREREQUISITE: EDU 807A Capstone Project I: Leadership Essentials to Strategically Think, Plan, Implement and Evaluate

View Course Outcomes:

1. Review and finalize their plan for action research.
2. Implement their action research activities.
3. Reflect on their own learning and those of their peers.
4. Complete written documentation of their action research.
5. Present their action research.