This workshop provides teacher candidates with training in school violence prevention and intervention. Topics will include: the warning signs that relate to violence or signal precursors to violent behavior in children; the statutes, regulations and policies relating to a safe, nonviolent school climate; academic supports and management strategies that promote a nonviolent school climate; methods for integrating social skill development and problem-solving skills into ongoing curriculum and instruction; intervention techniques for addressing violent situations; and, referral processes for students with violent behaviors. Course must be completed prior to student teaching. Fee required. Fall, Spring, Summer
Date: 9/21/15 - $65 Fee ONLINE X'd w/EDU 602 X1 Work due 1 week from 9/21/15
Undergraduate Courses
Course Delivery DEFINITIONS:
- Online Courses: In online teaching, 100% of instruction takes place online via Canvas and with supplemental platforms like Zoom. There are two types of online courses: asynchronous and synchronous.
- Asynchronous online: Course is fully online, with lessons, assignments, and activities posted in Canvas with due dates. Students complete coursework, engage in discussions, etc., based upon their own schedules, but are required to meet posted deadlines.
- Synchronous online: Online course that includes real-time class meetings using technology (e.g. Zoom). The number of required meetings varies based upon the particular class, but meetings take place during the scheduled class times. Faculty will inform students of the schedule for real-time meetings in their courses.
- Hybrid Courses: Hybrid courses combine both in-person, on-campus meetings with online instruction. All face-to-face activities take place during the regularly-scheduled meeting times in the rooms assigned on the course listing. The number of in-person meetings varies by course. Faculty will notify students of the exact meeting schedule for their courses.
If your class is not listed as online or hybrid, it will meet fully face-to-face following the noted class schedule.
This workshop provides teacher candidates with training in school violence prevention and intervention. Topics will include: the warning signs that relate to violence or signal precursors to violent behavior in children; the statutes, regulations and policies relating to a safe, nonviolent school climate; academic supports and management strategies that promote a nonviolent school climate; methods for integrating social skill development and problem-solving skills into ongoing curriculum and instruction; intervention techniques for addressing violent situations; and, referral processes for students with violent behaviors. Course must be completed prior to student teaching. Fee required. Fall, Spring, Summer
Date: 10/05/15 - $65 Fee ONLINE X'd w/EDU 602 X2 Work due 1 week from 10/05/15
This workshop provides teacher candidates with training in school violence prevention and intervention. Topics will include: the warning signs that relate to violence or signal precursors to violent behavior in children; the statutes, regulations and policies relating to a safe, nonviolent school climate; academic supports and management strategies that promote a nonviolent school climate; methods for integrating social skill development and problem-solving skills into ongoing curriculum and instruction; intervention techniques for addressing violent situations; and, referral processes for students with violent behaviors. Course must be completed prior to student teaching. Fee required. Fall, Spring, Summer
Date: 11/2/15 - $65 Fee ONLINE X'd w/EDU 602 X3 Work due 1 week from 11/2/15
This workshop provides teacher candidates with training in school violence prevention and intervention. Topics will include: the warning signs that relate to violence or signal precursors to violent behavior in children; the statutes, regulations and policies relating to a safe, nonviolent school climate; academic supports and management strategies that promote a nonviolent school climate; methods for integrating social skill development and problem-solving skills into ongoing curriculum and instruction; intervention techniques for addressing violent situations; and, referral processes for students with violent behaviors. Course must be completed prior to student teaching. Fee required. Fall, Spring, Summer
Date: 11/30/15 - $65 Fee ONLINE X'd w/EDU 602 X4 Work due 1 week from 11/30/15
This workshop is approved by, and designed to meet certification regulations of, the New York State Education Department (NYSED). The workshop includes objectives related to detecting and reporting child abuse; meeting professional and legal responsibilities related to child abuse; strategies for preventing child abduction. Course must be completed prior to student teaching. Fee required. Fall, Spring, Summer
Date: 9/14/15 - Fee $65
This workshop is approved by, and designed to meet certification regulations of, the New York State Education Department (NYSED). The workshop includes objectives related to detecting and reporting child abuse; meeting professional and legal responsibilities related to child abuse; strategies for preventing child abduction. Course must be completed prior to student teaching. Fee required. Fall, Spring, Summer
Date: 10/21/15 - Fee $65
This workshop is approved by, and designed to meet certification regulations of, the New York State Education Department (NYSED). The workshop includes objectives related to detecting and reporting child abuse; meeting professional and legal responsibilities related to child abuse; strategies for preventing child abduction. Course must be completed prior to student teaching. Fee required. Fall, Spring, Summer
Date: 11/17/15 - Fee $65
This workshop is approved by, and designed to meet certification regulations of, the New York State Education Department (NYSED). The workshop includes objectives related to detecting and reporting child abuse; meeting professional and legal responsibilities related to child abuse; strategies for preventing child abduction. Course must be completed prior to student teaching. Fee required. Fall, Spring, Summer
Date: 12/5/15 - Fee $65
This workshop will examine the facts and myths about HIV/AIDS and other communicable diseases. Issues of AIDS education in New York schools will be addressed. Public health laws on confidentiality in New York will be presented, along with protection in the workplace. Information for teachers such as precautions, rights, rules, responsibilities, use of AIDS Kits, exposure to NYSED curriculum, and coping in the classroom will be included. Course must be completed prior to student teaching. Fee required. Fall, Spring, Summer
Date: 11/7/15 - Fee $65 X'd w/EDU 606 W1
This workshop will examine the facts and myths about HIV/AIDS and other communicable diseases. Issues of AIDS education in New York schools will be addressed. Public health laws on confidentiality in New York will be presented, along with protection in the workplace. Information for teachers such as precautions, rights, rules, responsibilities, use of AIDS Kits, exposure to NYSED curriculum, and coping in the classroom will be included. Course must be completed prior to student teaching. Fee required. Fall, Spring, Summer
Date: 9/14/15 - Fee $65 X'd w/EDU 606 X1
This workshop will examine the facts and myths about HIV/AIDS and other communicable diseases. Issues of AIDS education in New York schools will be addressed. Public health laws on confidentiality in New York will be presented, along with protection in the workplace. Information for teachers such as precautions, rights, rules, responsibilities, use of AIDS Kits, exposure to NYSED curriculum, and coping in the classroom will be included. Course must be completed prior to student teaching. Fee required. Fall, Spring, Summer
Date: 10/15/15 - Fee $65 X'd w/EDU 606 X2
This workshop will examine the facts and myths about HIV/AIDS and other communicable diseases. Issues of AIDS education in New York schools will be addressed. Public health laws on confidentiality in New York will be presented, along with protection in the workplace. Information for teachers such as precautions, rights, rules, responsibilities, use of AIDS Kits, exposure to NYSED curriculum, and coping in the classroom will be included. Course must be completed prior to student teaching. Fee required. Fall, Spring, Summer
Date: 12/3/2015 - Fee $65 X'd w/EDU 606 X3
This course is required and designed to support students who are Urban Education Scholars in the Touhey Urban Education Initiative. Students will be engaged in the study of the special satisfactions and challenges of teaching in urban settings. This course is collaboratively offered by College and P-12 faculty. A field experience is required (as described on the course syllabus), and may engage the student in community or school settings. Students register for he course every semester. Open only to accepted students in the Touhey Urban Initiative. (0 credit)
This workshop fulfills the training requirement on harassment, bullying, and discrimination prevention and intervention under the NYS Dignity for All Students Act. This is a participatory workshop which includes activities to help students understand and address personal and hidden biases as well as related behaviors and the school setting. Topics include: introduction to the Dignity for All Students Act; reporting requirements for educators; understanding diversity, multi-cultural environments, and examining personal biases; developing sensitivity to the experiences of specific student populations; understanding how school climate and culture have an impact on student achievement and behavior; understanding intervention and prevention strategies including how to interact with families; understanding how school climate and culture have an impact on student achievement and behavior; understanding the indicators and early warning signs. Fee required. Must be taken prior to student teaching. Fall, Spring, Summer.
Date: 9/15/15 - Fee $65 X'd w/EDU 611 EL1 on campus & 3 hour ONLINE component Work is due one week from workshop date
This workshop fulfills the training requirement on harassment, bullying, and discrimination prevention and intervention under the NYS Dignity for All Students Act. This is a participatory workshop which includes activities to help students understand and address personal and hidden biases as well as related behaviors and the school setting. Topics include: introduction to the Dignity for All Students Act; reporting requirements for educators; understanding diversity, multi-cultural environments, and examining personal biases; developing sensitivity to the experiences of specific student populations; understanding how school climate and culture have an impact on student achievement and behavior; understanding intervention and prevention strategies including how to interact with families; understanding how school climate and culture have an impact on student achievement and behavior; understanding the indicators and early warning signs. Fee required. Must be taken prior to student teaching. Fall, Spring, Summer.
Date: 9/26/15 - Fee $65 X'd w/EDU 611 EL2 on campus & 3 hour ONLINE component Work is due one week from workshop date
This workshop fulfills the training requirement on harassment, bullying, and discrimination prevention and intervention under the NYS Dignity for All Students Act. This is a participatory workshop which includes activities to help students understand and address personal and hidden biases as well as related behaviors and the school setting. Topics include: introduction to the Dignity for All Students Act; reporting requirements for educators; understanding diversity, multi-cultural environments, and examining personal biases; developing sensitivity to the experiences of specific student populations; understanding how school climate and culture have an impact on student achievement and behavior; understanding intervention and prevention strategies including how to interact with families; understanding how school climate and culture have an impact on student achievement and behavior; understanding the indicators and early warning signs. Fee required. Must be taken prior to student teaching. Fall, Spring, Summer.
Date: 10/13/15 - Fee $65 X'd w/EDU 611 EL3 on campus & 3 hour ONLINE component Work is due one week from workshop date
This workshop fulfills the training requirement on harassment, bullying, and discrimination prevention and intervention under the NYS Dignity for All Students Act. This is a participatory workshop which includes activities to help students understand and address personal and hidden biases as well as related behaviors and the school setting. Topics include: introduction to the Dignity for All Students Act; reporting requirements for educators; understanding diversity, multi-cultural environments, and examining personal biases; developing sensitivity to the experiences of specific student populations; understanding how school climate and culture have an impact on student achievement and behavior; understanding intervention and prevention strategies including how to interact with families; understanding how school climate and culture have an impact on student achievement and behavior; understanding the indicators and early warning signs. Fee required. Must be taken prior to student teaching. Fall, Spring, Summer.
Date: 10/27/15 - Fee $65 X'd w/EDU 611 EL4 on campus & 3 hour ONLINE component Work is due one week from workshop date
This workshop fulfills the training requirement on harassment, bullying, and discrimination prevention and intervention under the NYS Dignity for All Students Act. This is a participatory workshop which includes activities to help students understand and address personal and hidden biases as well as related behaviors and the school setting. Topics include: introduction to the Dignity for All Students Act; reporting requirements for educators; understanding diversity, multi-cultural environments, and examining personal biases; developing sensitivity to the experiences of specific student populations; understanding how school climate and culture have an impact on student achievement and behavior; understanding intervention and prevention strategies including how to interact with families; understanding how school climate and culture have an impact on student achievement and behavior; understanding the indicators and early warning signs. Fee required. Must be taken prior to student teaching. Fall, Spring, Summer.
Date: 11/14/15 - Fee $65 X'd w/EDU 611 W2 on campus & 3 hour ONLINE component Work is due one week from workshop date
This workshop fulfills the training requirement on harassment, bullying, and discrimination prevention and intervention under the NYS Dignity for All Students Act. This is a participatory workshop which includes activities to help students understand and address personal and hidden biases as well as related behaviors and the school setting. Topics include: introduction to the Dignity for All Students Act; reporting requirements for educators; understanding diversity, multi-cultural environments, and examining personal biases; developing sensitivity to the experiences of specific student populations; understanding how school climate and culture have an impact on student achievement and behavior; understanding intervention and prevention strategies including how to interact with families; understanding how school climate and culture have an impact on student achievement and behavior; understanding the indicators and early warning signs. Fee required. Must be taken prior to student teaching. Fall, Spring, Summer.
Date: 12/03/15 - Fee $65 X'd w/EDU 111 W1 on campus & 3 hour ONLINE component Work is due one week from workshop date
This course is designed for majors to develop knowledge and skills in the development of curriculum and instruction. Emphasis is placed on the New York Next Generation Learning Standards, the impact of these standards on instruction, and instructional design to meet the needs of culturally diverse populations and children with the full range of abilities found in today’s schools. Students engage in the development of goals and instructional objectives, Individual Education Plans (IEPs), lesson plans and thematic units that incorporate all domains. The integration of technology as a teacher resource and as an instructional tool will be covered. Appropriate formal and informal assessment tools will be included within the context of unit and lesson plans. Research based instructional models, strategies, methods and procedures are introduced and linked to theoretical and factual knowledge of learning processes and human development. Assessment of learner progress, appropriate classroom accommodations, modifications for students with the full range of abilities and the development of collaborative teaching partnerships are also examined. A 15-hour supervised field experience in first and third grade is required. Students must obtain fingerprint clearance prior to beginning field experiences. Fall, Spring.
X w/ SEE 245-X1 Extra time outside of class required for field experience
This course is designed for majors to develop knowledge and skills in the development of curriculum and instruction. Emphasis is placed on the New York Next Generation Learning Standards, the impact of these standards on instruction, and instructional design to meet the needs of culturally diverse populations and children with the full range of abilities found in today’s schools. Students engage in the development of goals and instructional objectives, Individual Education Plans (IEPs), lesson plans and thematic units that incorporate all domains. The integration of technology as a teacher resource and as an instructional tool will be covered. Appropriate formal and informal assessment tools will be included within the context of unit and lesson plans. Research based instructional models, strategies, methods and procedures are introduced and linked to theoretical and factual knowledge of learning processes and human development. Assessment of learner progress, appropriate classroom accommodations, modifications for students with the full range of abilities and the development of collaborative teaching partnerships are also examined. A 15-hour supervised field experience in first and third grade is required. Students must obtain fingerprint clearance prior to beginning field experiences. Fall, Spring.
X w/SEE 245-X1U & URB 245-X1U Emphasizes Urban Education
This course considers the philosophical, historical and social factors that impact and shape American educational policies, practices and institutions. Educational aims, goals, curricula and instructional practices are examined in light of their philosophical, historical and sociological antecedents and their relationship to family, school and society. Fulfills writing-intensive requirement. Includes 5 field hours for B-6 majors. Fall, Spring
This course considers the philosophical, historical and social factors that impact and shape American educational policies, practices and institutions. Educational aims, goals, curricula and instructional practices are examined in light of their philosophical, historical and sociological antecedents and their relationship to family, school and society. Fulfills writing-intensive requirement. Includes 5 field hours for B-6 majors. Fall, Spring
This course considers the philosophical, historical and social factors that impact and shape American educational policies, practices and institutions. Educational aims, goals, curricula and instructional practices are examined in light of their philosophical, historical and sociological antecedents and their relationship to family, school and society. Fulfills writing-intensive requirement. Includes 5 field hours for B-6 majors. Fall, Spring
X'd w/URB 300 X1U Empahsizes Urban Education
This course presents opportunities to develop strategies for teaching and integrating the language arts and social studies with other curricular areas in grades 1-6, in accordance with national and New York State Next Generation Learning Standards. Instructional approaches addressed include direct and literature-based instruction, inquiry, and the project approach. Emphasis is on helping diverse learners to develop proficient communication skills (writing, reading, listening, and speaking) across the curriculum. Topics will include the writing process, critical thinking, problem solving, concept development, values, and moral development. The integration of technology as a teacher resource and as an instructional tool will be covered. Appropriate formal and informal assessment tools will be included within the context of unit and lesson plans. Curriculum modifications for learners with the full range of abilities will be considered and implemented in field experiences. A 15-hour supervised field experience in diverse settings will provide experience with home/school/community relationships. Students must obtain fingerprint clearance prior to beginning field experiences. Prerequisite: IEC 253 or EDU 245 or SEE 245 or SEC 365.
Cross listed with ELE 585; One credit of this 4 credit course is ONLINE
This course presents opportunities to develop strategies for teaching and integrating the language arts and social studies with other curricular areas in grades 1-6, in accordance with national and New York State Next Generation Learning Standards. Instructional approaches addressed include direct and literature-based instruction, inquiry, and the project approach. Emphasis is on helping diverse learners to develop proficient communication skills (writing, reading, listening, and speaking) across the curriculum. Topics will include the writing process, critical thinking, problem solving, concept development, values, and moral development. The integration of technology as a teacher resource and as an instructional tool will be covered. Appropriate formal and informal assessment tools will be included within the context of unit and lesson plans. Curriculum modifications for learners with the full range of abilities will be considered and implemented in field experiences. A 15-hour supervised field experience in diverse settings will provide experience with home/school/community relationships. Students must obtain fingerprint clearance prior to beginning field experiences. Prerequisite: IEC 253 or EDU 245 or SEE 245 or SEC 365.
X'd w/URB 385 X1U Emphasizes Urban Education
This course models the principles of an integrated approach for teaching science and mathematics to students in grades 1-6. It will examine the theories and research-based practices that provide the basis for student-centered, constructivist, inquiry-based approaches to the planning, implementation, and evaluation of instruction. The course will address the standards posed by the New York State Next Generation Learning Standards, as well as national professional organizations concerned with math, science and technology education (NCTM and NSTA). Examination of formal and informal assessment methods will be included. Technology will be used as a teacher resource and instructional tool. The connection between math and science and other curricular areas will be addressed, as well as skills for reading and writing in the content areas of mathematics and science. Curriculum modifications for learners with the full range of abilities will be considered and implemented in field experiences. A 15-hour supervised field experience in diverse settings will provide the context for understanding home/school/community relationships. Students must obtain fingerprint clearance prior to beginning field experiences. Prerequisite: IEC 253 or EDU 245 or SEE 245 or SEC 365. Prerequisite or co-requisite: All liberal arts math and science courses should be completed or in process.
$10 Course Fee Cross Listed w/ ELE 586 X1
A field experience, selected in cooperation with faculty in the department of Teacher Education, designed to meet the individual needs of the student. A syllabus for this experience must be devised with cooperation and approval of the faculty advisor and the course mentor prior to registration for the course. The student must also complete an application for this experience. Open to Saint Rose students only. Students must obtain fingerprint clearance prior to beginning field experiences. Offered occasionally by individual request.
This course is intended for students who wish to extend an elementary or secondary teaching certification to the middle level. It focuses on theories and practices in the education of middle level students (grades 5-9). The historical and philosophical roots of various models of middle level education (i.e., middle schools, junior high, magnet schools) are addressed. Students will analyze middle school issues related to curriculum, instruction, management, grouping, assessment, diversity, the inclusion of special needs students at the middle level, technology, and staffing. Fall.
X'd w/EDU 530 X1
This culminating field course is a one-semester, full-time experience that includes placements at two grade levels: 1-3 and 4-6. Prior to student teaching, students complete an 18-hour field experience in each of their placements that involves a thorough analysis of home, school and community composition and dynamics, which is done under the supervision of the College of Saint Rose student teaching supervisor. The candidate will develop and implement an instructional plan under the guidance of cooperating teachers and College of St. Rose personnel. Application must be made by February 1 for the Fall semester; by October 1 of the preceding Fall semester for a Spring student teaching placement. Prerequisites: good standing in the School of Education; required GPAs (2.75 in education; 2.25 in academic concentration; 2.25 overall); grade of C+ or better in every education course; completion of education sequence, violence prevention, substance abuse, child abuse, and HIV/AIDS workshop requirements. Students must obtain fingerprint clearance prior to beginning field experiences. Co-requisites: EDU 493 and EDU 494. Open only to majors at Saint Rose. Fall, Spring.
Application to Field Placement Office - Lally Building
This is a required course for all Early Childhood Education and Childhood Education students enrolled in student teaching. Students prepare a professional portfolio, guided by the instructor, and showcase their portfolios in a final session. Teams of faculty members will evaluate materials presented by students such as exemplary lessons, instructional plans, teacher-made materials, and children's works (used with permission). Co-requisites: EDU 491; EDU 494. Open only to majors at Saint Rose. Fall, Spring.
Students must also register for EDU 494-X1 Childhood Education majors ONLY
This is a required course for all Early Childhood Education and Childhood Education students enrolled in student teaching. Students prepare a professional portfolio, guided by the instructor, and showcase their portfolios in a final session. Teams of faculty members will evaluate materials presented by students such as exemplary lessons, instructional plans, teacher-made materials, and children's works (used with permission). Co-requisites: EDU 491; EDU 494. Open only to majors at Saint Rose. Fall, Spring.
X'd with ECE 593 Early Childhood Education majors ONLY Students must also register for EDU 494-X2
This course is required of all Early Childhood and Childhood Education student teacher candidates during the student teaching semester. The course will provide support for candidates throughout the weeks of student teaching. It will provide the opportunity for group discussion about student teaching issues, and the analysis of instructional experiences. Guidance in the completion of all assignments related to student teaching and direction for the application for teacher certification will also be provided through the weekly seminar. In each placement, candidates will plan and teach a sequence of 3-5 lessons and use pre and post assessment data to analyze the impact of their instruction. Instructional materials created and implemented during student teaching will be used in the development of the EdTPA, a certification requirement, which must be submitted to New York State for evaluation. Prerequisites : All courses in the major. Co-requisites: EDU 491; EDU 493. Open only to majors at Saint Rose. Fall, Spring.
Students must also register for EDU 493-X1 Childhood Education majors ONLY
This course is required of all Early Childhood and Childhood Education student teacher candidates during the student teaching semester. The course will provide support for candidates throughout the weeks of student teaching. It will provide the opportunity for group discussion about student teaching issues, and the analysis of instructional experiences. Guidance in the completion of all assignments related to student teaching and direction for the application for teacher certification will also be provided through the weekly seminar. In each placement, candidates will plan and teach a sequence of 3-5 lessons and use pre and post assessment data to analyze the impact of their instruction. Instructional materials created and implemented during student teaching will be used in the development of the EdTPA, a certification requirement, which must be submitted to New York State for evaluation. Prerequisites : All courses in the major. Co-requisites: EDU 491; EDU 493. Open only to majors at Saint Rose. Fall, Spring.
Early Childhood Education majors ONLY Students must also register for EDU 493 X2 X'd with ECE 594
Application for independent study required.
Independent Study Application Required
Application for independent study required.
Application for independent study required.
Application for independent study required.
Application for independent study required.