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 course opens for access: 2/6/23. Course Fee: $65.00 ONLINE Asynchronous course will open at 12:01 am. Work is due 1 week from workshop date.
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 course opens for access: 4/10/23. Course Fee: $65.00 ONLINE Asynchronous course will open at 12:01 am. Work due 1 week from workshop date.
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: 3/18/23. Course Fee: $65.00. Course meets in ALBERTUS 216. 9:30am-12:00pm.
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: 4/5/23. Course Fee: $65.00. 4:30pm-7:00pm. ALBERT 216.
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
ONLINE ASYNCHORNOUS. Course Fee: $25.00 x'd w/ EDU 606 X1 Course opens 1/23/23; work due one week later.
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: 4/22/23 from 9:00am-12:15pm. Course Fee: $65.00. ONLINE SYNCHRONOUS. Assignment due 1 week from workshop.
Workshop Saturday, April 22, 9:00 am-12:15 pm.
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: 1/18/23 from 4:30pm-7:45pm. Course Fee: $65.00. ASYNCHRONOUS assignment due 1 week from workshop date.
Wednesday, January 18, 4:30 pm - 7:45 pm
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: 3/15/2023 4:30pm-7:45pm. Course Fee: $65.00. ASYNCHROSNOUS. Assignment due 1 week from workshop date.
Wednesday, March 15 4:30 pm - 7:45 pm
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'd w/SEE 245-X1. 15 hrs of field experience. HYBRID course.
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.
ONLINE ASYNCHRONOUS. x'd w/ ELE 580 and SEE 245.
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. Addit'l time outside of class required for field experience. For B-6 and IEC majors only. Writing Intensive Course.
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. Fingerprinting needed. ONLINE ASYNCHRONOUS. x'd w/ IEC 230 X2.
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.
x'd w/SEE 360 X1; HYBRID course; 1 credit online. Additional time outside of class required for field experience. Writing Intensive. Fingerprinted needed.
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.
x'd w/SEE 360 X2; HYBRID course. Additional time outside of class required for field experience. Writing Intensive.
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.
x'd w/EDU 380 X1; HYBRID course; 1 credit online. Additional time outside of class required for field experience. Writing Intensive.
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/ EDU 392 X1. HYBRID course.
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.
Course Fee $10. x'd w/ ELE 586 X1. Course meets Friday (5:00-9:30) and Saturday (9:00-5:00) over three weekends (1/20/23, 1/21, 2/3, 2/4, 2/17, 2/18). Hold same times on 2/24/23 & 2/25 in case of weather cancellation on a scheduled meeting day.
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).
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).
1/20/23, 1/21/23, 2/3/23, 2/4/23, 2/17/23, 2/18/23 9am-5pm Hold same times on 2/24/23 & 2/25/23 in case of weather cancellation on a scheduled meeting day. Field hours outside of class time. One credit of work is online asynchronous. x'd w/ ELE 586.
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 course. 1 credit ONLINE.
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.
x'd w/ EDU 385 X1. HYBRID course.
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 EL.
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.
ONLINE SYNCHRONOUS. Meets ONLY on 1/23/23 and 4/3/23.
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.
(1-3) and (4-6). Application Required. 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
B-6 Majors. Take concurrently with EDU 493 X3 & 494 X3. Application required.
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.
Take Concurrently with EDU 494 X2. ONLINE SYNCHRONOUS. Meets occasionally with Monday night class.
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.
Take concurrently with EDU 494 X1. Students must register concurrently for Student teaching; Seminar and Portfolio. ONLINE SYNCHRONOUS.
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.
Take Concurrently w/EDU 493 X1. ONLINE SYNCHRONOUS. Students must register concurrently for Student teaching; Seminar and Portfolio. Crossed with EDU 594x1, ELE 550x1.
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.
Take concurrently with EDU 493 X2. Cross listed with ECE 594 X2. ONLINE SYNCHRONOUS. Meets occasionally with Monday night class.
Application for independent study required.
Independent Study Application Required.
Application for independent study required.
Application for independent study required.