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 people in classrooms is limited by social distancing requirements, and 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 with proper social distancing following the noted class schedule.
This course presents opportunities to develop strategies for teaching and integrating language arts, social studies, math, science and technology in the K-grade 2 classroom in accordance with standards posed by New York State, NCTE, NCSS, NCTM, NSTA, and ISTE. Instructional approaches addressed will include cooperative learning, literature-based instruction, direct instruction, inquiry-based approaches, service learning, and the project approach, appropriate to the developmental levels of this age group as suggested by NAEYC and CEC program standards. Literacy development in the content areas will be covered. Strategies to support diverse learners will be considered and implemented in field experiences. 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. A 20-hour supervised field experience is required for this course, regardless of program. Students must obtain fingerprint clearance prior to beginning field experiences. Preferred prerequisite: ECE 538 or ELE 580.
x'd w/ ECE 385 X1 Face-to-face
A field experience, selected in cooperation with faculty in the department of Teacher Education, designed to meet the individual needs of the student. A minimum of 50 hours of field experience in birth-grade 2. A formal proposal for this experience using the Proposal for Advanced Field Experience in Education form, (located in the Field Placement and Advising office) must be submitted to the Department Chair by Advisement Day of the semester prior to the semester in which the field experience will occur. Students must obtain fingerprint clearance prior to beginning field experiences. Pass/Fail. Open to Saint Rose students only
To be arranged Contact: email@example.com
This course is designed for students who hold initial certification in childhood education (grades 1-6) and have completed student teaching experiences in grades 1-3 and grades 4-6. Students will complete one eight-week student teaching experience in a pre-K or kindergarten setting. Prior to student teaching, candidates complete a 20-hour field experience in their placement that involves a thorough analysis of home, school, and community composition and dynamics, done under the supervision of The College of Saint Rose student teaching supervisor. Application required. 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. Pass/Fail. Prerequisites: fingerprint clearance; good standing in the School of Education; completion of all education course work except EDU 590 and ECE 999 or thesis; grade of B or better in all required course work. Open only to students enrolled in a program leading to Second Initial Certification in Early Childhood Education (Pre-K-Grade 2) at Saint Rose. Co-requisites: ECE 593, ECE 594.
To be arranged Contact firstname.lastname@example.org
This course involves a semester of student teaching in early childhood settings. Each candidate will receive two consecutive placements: one-half semester in a pre-K or kindergarten setting, and one-half semester in grade 1 or 2. This experience requires candidates' demonstration of skills, strategies, models of teaching and child guidance, uses of educational technology and media; provides supervised practice in teaching, and involvement in community study activities; and, stresses development of communication and leadership skills. The candidate will develop and implement a service learning project with students as part of the unit plan requirement, under the guidance of cooperating teachers and College of St. Rose personnel. Prior to student teaching, candidates complete a 20-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. 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. Pass/Fail. Prerequisites: fingerprint clearance; good standing in the School of Education; completion of all education course work and workshops, except EDU 590 and ECE 999 or thesis; grade of B or better in all required course work. Open only to Saint Rose majors. Application required. Co-requisites: ECE 593, ECE 594.
Application to Field Placement Office - Lally Building prior to registering for student teaching Contact: email@example.com
This course facilitates assessment based on candidates' portfolios of materials accumulated throughout their courses of study in the program. Teams of faculty will evaluate materials presented by students such as exemplary lessons, units, service learning projects, teacher-made materials, and children's works (used with permission). Competency is documented in such areas as Child Development and Learning, Family and Community Relationships, Assessment, Content Knowledge, Curriculum, Instructional Practices, and Professionalism. Candidates' portfolios are evaluated by College faculty and supervisors and are also presented to the College community. Pass/Fail. Co-requisites: ECE 589 or ECE 590; ECE 594. Open to Saint Rose majors only.
Students must register for ECE 594-X2 concurrently X with EDU 493x1, EDU 493 X2, EDU 493x3 Online Synchronous and Asynchronous
This course is designed to provide academic support during the student teaching semester. Topics are selected by the instructor to complement the student teaching experience. Student teachers come together with colleagues and the instructor to discuss issues that relate to teaching as a profession in general, as well as those that relate to individual classroom situations. This course gives prospective teachers the opportunity to reflect critically on their role in the classroom, to explore alternatives, to consider consequences (intended and unintended) of various classroom actions, and to begin to assume responsibility for their own continuing professional development. Co-requisites: ECE 589 or ECE 590; ECE 593. Open to Saint Rose majors only.
Online Synchronous and Asynchronous Students must register for ECE 593-X2 concurrently Cross-listed with EDU 494X1, EDU 494X2, EDU 494X3, SEC 489X1, SEC 585X1