This course focuses on literacy practices and instructional strategies specific to the disciplines (English, math, science, social studies) in the context of examining theory and research that inform literacy learning for adolescent learners from diverse backgrounds, including English learners. The course emphasizes the differences among disciplines in the ways they create, communicate, and evaluate information to make meaning, and explores trans- and interdisciplinary practices and strategies. The course introduces teacher candidates to and engages them in the development of instructional objectives and lesson plans aligned with state and national standards. In addition to exploring the relation of disciplinary literacy to state and national standards, the course considers the relation(s) among discipline specific and academic language, and students’ funds of knowledge and home language(s). The course addresses basic routines for classroom management. A 5-hour field experience is required for students in the Adolescence Education MSED Program; the Adolescence Education Advanced Certification (Certification-Only) Program; and any student taking the course as an elective. Students must obtain fingerprint clearance prior to beginning field experiences. Fall.
x'd with SEC 371 X1.
Graduate 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 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 focuses on research- and theory-based frameworks and strategies for teaching literature and informational texts to culturally and economically diverse adolescent learners, including those who are English learners and those with special needs. The course considers the recommendations of national professional organizations, as well as the impact of state and national standards on pedagogical practices. Providing students with practical approaches in implementing state and national standards, the course offers students multiple opportunities to develop varied macro- and micro-scale plans useful for teaching a range of contemporary and classic texts using both new and classic frameworks and methods. A 20-hour field experience is required for all students taking the course. Students must obtain fingerprint clearance prior to beginning field experiences. Prerequisite: ELE 580 or SEC 515 or IEC 253 or EDU 245 or SEE 245 or SEC 365. Fall.
x'd w/ SEC 374-X1 20 total field hours are required.
This course addresses curriculum and the application of principles of teaching/learning to mathematics instruction in grades 7 through 12. Practical approaches to implementing NCTM and New York State Learning Standards for Mathematics, Science, and Technology are emphasized. The use of technology for instruction, mathematical and interdisciplinary problem-solving, communication, and reasoning and connections within mathematics and with practical applications for all pupils, including multicultural and exceptional populations, are explored. Course topics also include the use of manipulatives and concrete materials, the ability to design and write mathematical tasks, the need to structure the environment so that pupils construct their own learning and the design of assessment techniques, including portfolio evaluation. Teacher candidates will consider and develop methods for the integration of literacy, technologies, service learning, and inclusion strategies into instructional activities. Appropriate classroom accommodations and modifications for pupils with the full range of abilities are examined through course work and addressed in field experiences. A 20-hour field experience is required for all students taking the course. Students must obtain fingerprint clearance prior to beginning field experiences. Prerequisite: ELE 580 or SEC 515 or IEC 253 or EDU 245 or SEE 245 or SEC 365. Fall.
20 total field hours are required. X'd with SEC 376 X1 and SEC 377.
This course stresses practical approaches and performance skills necessary for effective science teaching. Practical approaches for implementing NSTA, ISTE, and New York State Learning Standards in Mathematics, Science, and Technology are emphasized. Lecture, laboratory, demonstration and inquiry methods and their appropriateness for various instructional purposes are discussed. Science across the curriculum, and interdisciplinary teaching among sciences (i.e., chemistry, biology, physics, earth sciences and general science) and with other content subjects, are stressed. Secondary science curriculum is studied, as well as the formulation of objectives as appropriate for developmental, analytical, investigative, and simulation lesson and unit planning. Assignments, homework, review, and assessment techniques are discussed. Assembly of a secondary science teaching portfolio is required. Teacher candidates will consider and develop methods for the integration of literacy, technologies, service learning, and inclusion strategies into instructional activities. Appropriate classroom accommodations and modifications for pupils with the full range of abilities are examined through course work and addressed in field experiences. A 20-hour field experience is required for all students taking the course. Students must obtain fingerprint clearance prior to beginning field experiences. Prerequisite: ELE 580 or SEC 515 or IEC 253 or EDU 245 or SEE 245 or SEC 365. Fall.
20 total field hours are required. x'd w/ SEC 377 X1.
Practical approaches to curriculum implementation for current events, economics, history, political science and government, and sociology are stressed. Practical approaches for implementing NCSS and New York State Learning Standards for Social Studies are emphasized. Methods of teaching geography, multiculturalism and global education within various disciplines are included. Writing lesson and unit plans and objectives, planning for teaching and evaluating through alternative strategies (i.e., use of portfolios and authentic assessment), use of assignments, and technology for instruction are course topics. Organizing the classroom for social studies instruction in a variety of ways such as for a democratic climate, cooperative learning, small and large group instruction, and for teaching students of differing abilities is addressed. Social studies process skills, such as the use of primary and secondary sources, inquiry methods, and reporting skills receive attention, as do teaching writing, speaking, and study skills through social studies. Teacher candidates will consider and develop methods for the integration of literacy, technologies, service learning, and inclusion strategies into instructional activities. Appropriate classroom accommodations and modifications for pupils with the full range of abilities are examined through course work and addressed in field experiences. A 20-hour field experience is required for all students taking the course. Students must obtain fingerprint clearance prior to beginning field experiences. Prerequisite: ELE 580 or SEC 515 or IEC 253 or EDU 245 or SEE 245 or SEC 365. Fall.
20 total field hours are required; x'd w/ SEC 378 X1.
This culminating field course is a one-semester full-time experience that includes placements at two grade levels. Candidates for adolescence initial certification complete one placement in grades 7-9 and one placement in grades 10-12. Candidates are supervised by a cooperating teacher in the school district and by a College supervisor. Evaluation is based on demonstration of competencies on student teaching evaluation forms. 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 Fall student teaching, and by October 1 for Spring student teaching. Prerequisites: fingerprint clearance; good standing in the School of Education; completion of all education course work and workshops except EDU 590 and SEC 999 or thesis; grade of B or better in all required course work. Open to Saint Rose teacher education majors only. Co-requisite: SEC 585. Application required.
Application Required. Prior to registering for student teaching.
This course is designed to provide support during the student teaching semester. Topics and issues related to teaching in the middle and high school and to the teaching profession that support and complement the student teaching experience are addressed. It is a pass/fail course that allows opportunities for student teachers to come together with colleagues and the instructor to discuss topics and issues related to teaching and learning and to teacher candidates' classroom situations. Topics include, but are not limited to: ethics, education law, children with disabilities, classroom management, working with parents and community resources, shared decision-making, service learning, and assessment. Open to Saint Rose teacher education majors only. Co-requisite:Â SEC 580.
Crossed with EDU 494x1, EDU 592x1, ELE 550x1, SEC 498x1 Hybrid 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 6-12. 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 teachered@strose.edu
Independent Study Application Required