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.
In accordance with NYS standards and those of other professional literacy organizations, preservice teachers examine issues of curriculum, instruction and assessment that inform the literacy development expected of all learners in the intermediate grades including English Language Learners and those with special needs. The course emphasizes the development of reading, writing and listening skills necessary for knowledge construction in the content areas. Preservice teachers explore various approaches to and strategies for fostering comprehension, retention and composition of a wide range of texts, the identification and use of various methods and tools for assessing and evaluating learners’ literacy development and the role of digital tools and media in literacy development. For students in the graduate B-6 program 15 field hours are required. For all other students, 7 field hours are required.
Students must obtain fingerprint clearance prior to beginning field experiences. Not open to students matriculated in the Literacy program. Preferred prerequisite for students in the Childhood Education Master's Program only: ELE 515.
Online Synchronous. Additional time outside of class required for field experience.
This course is designed for students who hold initial certification in early childhood education (birth-grade 2) and have completed a student teaching experience in the primary grades. Students will complete one eight week student teaching experience in grades 4-6. 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 ELE 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 Childhood Education (grades 1-6) at Saint Rose. Co-requisites: ELE 550, ELE 584.
A semester of student teaching in elementary classrooms. Each student will receive two consecutive placements: one-half semester in the lower grades (1-3) and one-half semester in the upper grades (4-6). This experience includes candidates' demonstration of skills, strategies, models of teaching, and 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. 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 ELE 999 or thesis; grade of B or better in all required course work. Open to Saint Rose majors only. Application required. Co-requisites: ELE 550, ELE 584.
Application Required Prior to registering for student teaching
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 an opportunity to reflect critically on their roles in the classroom, to consider consequences (intended and unintended) of various classroom actions, and to begin to assume responsibility for their own continuing professional development. Co-requisites: ELE 545 or ELE 546; ELE 584. Open to Saint Rose majors only.
Take Concurrently with ELE 584 X1 Hybrid course X'd w/EDU 594 X1, EDU 494 X1, EDU 494 X2, EDU 592 X1
In this course, teacher candidates will develop knowledge, skills, and dispositions for planning curriculum and instruction for grades 1-6 in order to meet the needs of children in today's schools: children who are culturally diverse, who are English language learners, and who display the full range of abilities and dispositions. Teacher candidates engage in the development of goals and instructional objectives, IEPs, lesson plans and thematic units that address all domains (cognitive, affective, and psycho-motor). Emphasis is placed on state and national standards and the impact of these standards on instruction and assessment. The integration of technology with instruction, as a teacher resource and as an instructional tool, will be covered. Appropriate formal and informal assessment tools and methods will be included within the context of unit and lesson plans, with an emphasis on curriculum-embedded, standards-based assessment. Research-based instructional models, strategies, methods and procedures such as service learning are introduced and linked to theoretical and factual knowledge of learning processes and human development. Assessment of learner progress, appropriate classroom accommodations and modifications for students with the full range of abilities, and the development of collaborative teaching partnerships are also examined. For students in the graduate B-6 program 15 field hours are required. For all other students, 10 field hours are required. Students must obtain fingerprint clearance prior to beginning field experiences. ELE 580 is a co-requisite or prerequisite for the methods courses. Suggested prerequisite or co-requisite: EPY 502.
This course facilitates assessment based upon students' portfolios of materials accumulated throughout their courses of study in the program. An orientation to the portfolio process occurs in the beginning of the semester. Teams of faculty members will evaluate materials presented by students such as exemplary lessons, units, service learning projects, teacher-made materials, and children's works (used with permission). Pass/Fail. Co-requisites: ELE 545 or ELE 546; ELE 550. Open to Saint Rose majors only.
Take Concurrently with ELE 550 X1 x'd w/ EDU 493 X1, ECE 593 X1, EDU 593 X1 Hybrid course
This course prepares teacher candidates to develop strategies for teaching and integrating the language arts and social studies with other curricular areas in grades 1-6, in accordance with standards posed by NCTE, NCSS and New York State. A range of instructional approaches will be addressed. Emphasis is on helping diverse learners to develop proficient communication skills across the curriculum, and on working with pupils within the larger context of their families and communities. 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 pupils who are English language learners and for pupils with the full range of abilities will be considered in course work and addressed in field experiences. For students in the graduate B-6 program 15 field hours are required. For all other students, 12 field hours are required. Students must obtain fingerprint clearance or its equivalent prior to beginning field experiences. Preferred prerequisites or co-requisites: ELE 580, EDU 530, or SEC 515.
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This course models the principles of an integrated approach for teaching science and mathematics to students in grades 1-6. The course 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 New York State and national professional organizations (ISTE, NCTM and NSTA). Formal and informal assessment methods will be included. Technology will be used as a teacher resource and instructional tool. The connection between science and math and other curricular areas will be addressed, as well as reading, writing, and study skills in the content areas of science and math. Service learning will be explored. Curriculum modifications for learners with the full range of abilities will be considered in course work and addressed in field experiences. For students in the graduate B-6 program 15 field hours are required. For all other students, 12 field hours are required. Students must obtain fingerprint clearance prior to beginning field experiences. Preferred prerequisites or co-requisites: ELE 580, EDU 530, or SEC 515.
Course Fee $10 x'd w/ ELE 386 Face-to-face course
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 grades 1-6. 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.
Independent Study form required
Education students may elect to research and write a thesis in lieu of taking EDU 590. Thesis requirements are described in the Saint Rose “Guide to Preparation of Master’s Theses” which can be obtained from your academic advisor. Thesis may be taken for 3 or 6 credits as noted in the guide.