Candidates in the Early Childhood and Childhood Education program will learn about the national and state standards for early childhood and childhood educators. Program requirements including the portfolio and field experiences will be introduced. In addition, candidates will have an opportunity to learn about the professional opportunities available to them while engaged in the study of their major. Course should be taken in the first semester on campus. Additional work outside of class is required. Fall.
Meets one time on Friday Sept 8, 2023 4:00-5:30 PM. Face-to-face.
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: 09/25/23. $65 Fee. ONLINE course. Course will open at 12:01am on 09/25/23 and work is due 10/01/23.
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: 11/06/23. $65 Fee. ONLINE course. Course will open at 12:01am on 11/06/23 and work is due 11/13/23.
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: 9/16/23. $65 Fee.
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: 10/18/23. $65 Fee.
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: 9/25/23. ONLINE ASYNCHRONOUS. Course opens 9/25/23 and work is due 10/1/23. Course Fee: $25.00
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: 09/21/23. $65 Fee. Asynchronous online coursework due 09/28/23.
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: 10/21/23. $65 Fee. Asynchronous online coursework due 10/28/23.
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: 11/08/23. $65 Fee. Asynchronous online coursework due 11/15/23.
This course will address language development for monolingual and multilingual children. The focus will be on designing learning environments that foster language learning for children of diverse backgrounds. Candidates will complete a 5 hour field experience with English Learners in a preschool setting.
5 hours of fieldwork. Course meets over two weekends. Friday 9/8/23 and 9/22/23 5:30pm-10:00pm. Saturday 9/9/23 and 9/23/23 9:00am-5:00pm.
This course will focus on the planning and implementation of developmentally appropriate learning environments and curriculum for very young children. State and national standards and legal guidelines will be addressed. Developing home, school and community relationships will be a focus. Students will develop plans for learning environments to support growth across the domains of social, emotional, cognitive, linguistic, physical and aesthetic growth and development. Theoretical models will provide the background for the integration of learning experiences for children with the full range of abilities and cultural backgrounds. Students will focus on the development of models of instruction that emphasize learning through play, inquiry, cooperation, and creative expression. Assessment and evaluation related to identifying individual needs and progress, curricular goals and objectives, and program effectiveness will be a focus. Students must demonstrate fingerprint clearance prior to beginning field experiences. Field requirement: 7.5 hours birth to age 3 integrated learning opportunities. Fall, Spring.
10 hours of field experience outside of class. x'd list w/ ECE 531 & IEC 231. One credit of course is online.
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.
HYBRID.1 credit is ONLINE. 15 Field hours required outside of class meetings.
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.
Face-to-face course; fingerprinting required. 15 Field hours required outside of class meetings. HYBRID- 1 credit ONLINE.
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
Writing Intensive Course. ONLINE ASYNCHRONOUS.
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
ONLINE ASYNCHRONOUS. Weekly module based instruction. Writing Intensive Course.
This course is designed to prepare candidates to evaluate and develop children's literacy in early childhood education classrooms in accordance with standards for the English Language Arts established by New York State and other professional organizations. Emphasis is placed on identifying approaches to literacy and the ways in which various approaches foster the development of young students' phonics, fluency, vocabulary, comprehension, and composition. Additional emphases include strategies for early diagnosis and interventions, evaluating developmentally appropriate children's literature, and fostering optimal learning environments for all learners. A variety of assessment methods, teaching strategies and materials will be critiqued and used in a effort to address the needs of heterogeneous learners including pupils with exceptional skills, pupils with disabilities, and pupils who are English Learners. Students must have fingerprinting clearance from the New York State Education Department to complete the required field experience. Field requirement: 15 hours literacy instruction in 1st grade. Fall, Spring.
Cross-listed with SEE 360-X1. Writing Intensive Course.
This course is designed to prepare candidates to evaluate and develop children's literacy in early childhood education classrooms in accordance with standards for the English Language Arts established by New York State and other professional organizations. Emphasis is placed on identifying approaches to literacy and the ways in which various approaches foster the development of young students' phonics, fluency, vocabulary, comprehension, and composition. Additional emphases include strategies for early diagnosis and interventions, evaluating developmentally appropriate children's literature, and fostering optimal learning environments for all learners. A variety of assessment methods, teaching strategies and materials will be critiqued and used in a effort to address the needs of heterogeneous learners including pupils with exceptional skills, pupils with disabilities, and pupils who are English Learners. Students must have fingerprinting clearance from the New York State Education Department to complete the required field experience. Field requirement: 15 hours literacy instruction in 1st grade. Fall, Spring.
HYBRID. One credit ONLINE ASYNCHRNOUS. x'd w/ SEE 360-X2.
This course prepares teacher candidates to effectively instruct, assess, and remediate children's literacy development in alignment with NY standards for literacy as well as standards of other professional organizations such as ILA and CEC. Candidates will develop a practical and theoretical understanding of teaching reading comprehension, writing and academic language across the disciplines. Candidates will critique and use a variety of assessment methods, teaching strategies and materials, including developmentally appropriate literature, in an effort to address the needs of diverse learners including English Language Learners and those with exceptionalities. Teacher candidates must have fingerprinting clearance from the New York State Education Department to complete the required field experience. Field requirement: 15 hours literacy instruction in fourth grade. Fulfills writing-intensive requirement. Fall, Spring.
HYBRID: two credits online asynchronous. Field hours outside of class; fingerprints required. Writing Intensive Course.
This course prepares teacher candidates to effectively instruct, assess, and remediate children's literacy development in alignment with NY standards for literacy as well as standards of other professional organizations such as ILA and CEC. Candidates will develop a practical and theoretical understanding of teaching reading comprehension, writing and academic language across the disciplines. Candidates will critique and use a variety of assessment methods, teaching strategies and materials, including developmentally appropriate literature, in an effort to address the needs of diverse learners including English Language Learners and those with exceptionalities. Teacher candidates must have fingerprinting clearance from the New York State Education Department to complete the required field experience. Field requirement: 15 hours literacy instruction in fourth grade. Fulfills writing-intensive requirement. Fall, Spring.
HYBRID: one credit ONLINE ASYNCHRONOUS. Field hours outside of class; fingerprints required. Writing Intensive Course.
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 with EDU 392 X1. HYBRID- two credits ONLINE.
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.
To be arranged: Contact teachered@strose.edu
This course explores the principles and practices of mathematics for students in prekindergarten through grade six. It will examine the curriculum, assessment, and instructional practices that provide the basis for student-centered, constructivist, technology enhanced, and inquiry based approaches to mathematics. The course will address New York State and national learning standards in mathematics and be informed by an understanding of early childhood and childhood development. Formal and informal assessment methods will be included. Differentiation of instruction for learners with the full range of abilities including students with exceptionalities and English learners will be addressed. Students must demonstrate fingerprint clearance prior to beginning field experiences. Prerequisite: IEC 253 or EDU 245 or SEE 245 or SEC 365. Field requirement: 15 hours of small group mathematics instruction with children in certification range (ages 3-5 and 5th grade preferred).
Candidates in this course will explore science and technology instruction aligned with NY and national Science and Technology standards as well as understandings of early childhood and childhood development. Emphasis will be on curriculum, assessment, and instructional practices that demonstrate the connections across the domains of physical science, life science, earth and space science, engineering design, and technology. Inquiry, technology, and scientific processes will be integrated into lessons for diverse learners including students who are English learners and students with exceptionalities. Performance, classroom based, and standardized assessments for science and technology instruction will be identified. Students must demonstrate fingerprint clearance prior to beginning field experiences. Prerequisite: IEC 253 or EDU 245 or SEE 245 or SEC 365. Field requirement: 15 hours of small group science/technology/STEM instruction with children in certification range (ages 3-5 and 5th grade preferred).
HYBRID: one credit ONLINE. x'd w/ ELE 586. Field hours may run outside of listed class time
Candidates learn curriculum development, assessment, instructional planning, and instructional strategies for teaching English Language Arts, Social Studies and the Fine Arts aligned to state and national standards. Emphasis is on differentiating instruction for diverse learners including English Language Learners and students with exceptionalities. Using technology to acquire information, communicate, and enhance learning in ELA, Social Studies and the Arts will be stressed. Appropriate formal and informal assessment tools will be included within the context of instructional plans and lesson plans. Students must obtain fingerprint clearance prior to beginning field experiences. Prerequisite: IEC 253 or EDU 245 or SEE 245 or SEC 365. Preferred corequisite: EDU 380. Field requirement: 15 hours of instruction in first and third grade. Fall, Spring.
HYBRID: two credits ONLINE ASYNCHRONOUS. x'd w/ EDU 385 X1.
This practicum prepares candidates for the final student teaching semester. Candidates investigate the family, community, and school culture; develop an understanding of the classroom expectations, and develop plans for the full time student teaching experience. Planning meetings with the student teaching supervisor and cooperating teachers are conducted. With their advisors, candidates review materials for their professional portfolios. Field requirement: 15 hours of observation and instruction. Completed the semester before student teaching. Fall, Spring.
Meets ONLY on 9/11/23 and 11/13/23. ONLINE SYNCHRONOUS.
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. Prior to registering for student teaching.
This culminating field course is a one-semester, full-time experience that includes placements at two grade levels: PreK-grade 2 and grades 3-6. 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 prior to the student teaching semester. 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, Dignity for All, and child abuse 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
Students must register concurrently for Student teaching, Seminar, and Portfolio Application to Field Placement Office Lally Building prior to registering for Student Teaching
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 w/ ECE 593,ECE 594, EDU 494x1, EDU 592, EDU 593, ELE 550, ELE 584. Students must register concurrently for Student teaching, Seminar, & Portfolio. Online Synchronous.
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.
Crossed with ECE 593, ECE 594, EDU 494, EDU 592, EDU 593, ELE 550, ELE 584, SEC 498, SEC 585. Students must register concurrently for Student teaching, Seminar, & Portfolio.
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.
x'd w/ ECE 593, ECE 594, EDU 493x1, EDU 592, EDU 593, ELE 550, ELE 584, SEC 498, SEC 585.
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.
Crossed with ECE 593, ECE 594, EDU 493, EDU 592, EDU 593, ELE 550, ELE 584, SEC 498, SEC 585 Crossed with EDU 592x1, ELE 550x1, SEC 498x1, SEC 585x1 Online Synchronous.