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.
Candidates in the dual major of Inclusive Early Childhood (IEC) will have an opportunity during their first year or semester on campus to learn about the professional and service learning opportunities available to them while engaged in the study of their major. An overview to program requirements and expectations for professionalism will be examined. Fall, Spring.
meets only on 9/10/21 x'd w/ SEE 100 X1 Hybrid
This course will focus on methods for planning and implementing developmentally meaningful curricula for young children in accordance with state and national standards, informed by knowledge of child growth and development. Long-range and short-term models of planning for students with a variety of learning needs, including students who are not native English speakers and students with disabilities, will be a focus. Performance-based, continuous progress monitoring, and formal, standardized assessment and analysis of data produced through the assessments will be an integral part of the focus on planning instruction. Models of curriculum, instruction and assessment appropriate for pupils' individual needs, developmental levels, and interests will be studied including co-teaching and multi-tiered systems of support. Students will integrate all major content areas (language arts, science, math, social studies) and the humanities (art, literature, music, drama) in curricular and instructional planning. Students will develop plans for appropriate learning environments designed to support the growth of the child in all domains and develop further knowledge of the role of Individualized Education Plans. Students will be introduced to the use of positive behavior interventions and supports as they relate to instruction. Prerequisites: IEC 230, IEC 146, EPY 245, CSD 235. Co-requisites IEC 350, EPY 350. Spring. 20 supervised field experience hours are required for this course. Students must obtain fingerprint clearance prior to beginning field experience. Fall.
Face-to-face Course; Field hours required outside of class; Fingerprints required x/listed SEE 245x3 and EDU 245 x3
This course addresses assessment practices for young children (Birth-Grade 2) in the physical, social-emotional, cognitive, communication, adaptive (self-help) domains. The emphasis is placed on using systematic observation, documentation and other appropriate assessment tools and approaches, including norm-referenced, criterion-referenced and curriculum-based assessment as a means of making decisions about infants and young children’s development and learning and monitoring progress of children with exceptionalities. Information is linked to Individualized Family Service Plans (IFSP’s ), Individual Education Plans (IEP’s) and the role of the family in the assessment process. 8 Field hours. Prerequisites: IEC 230, IEC 146, EPY 245, CSD 235. Co-requisites IEC 253, EPY 350. Fall.
Face-to-Face Course, field hours outside of course Writing Intensive, $35 course fee Fingerprints required
This course examines language and literacy instruction for students in prekindergarten, kindergarten, first, and second grades. Language and literacy development for monolingual and multilingual learners and students with disabilities will be reviewed. Assessments and research based instructional strategies for promoting early speaking, listening, reading, and writing skills in early childhood classrooms will be presented and practiced. Instructional materials, including diverse texts for young children, will be explored. Emphasis will be placed on differentiating language and literacy instruction to meet the diverse needs of young children including English Learners and students with exceptionalities. Prerequisites: IEC 230, IEC 146, EPY 245, CSD 235, IEC 231. IEC 253, IEC 350, EPY 350, SED 366 and SED 340. Co-requisite: IEC 385. 30 supervised field experience hours are required for this course. Students must obtain fingerprint clearance prior to beginning field experience. Fall, 5-week course, teacher candidates will be in schools Monday to Thursday during the school day.
Hybrid course, first 5 wks of semester Students must register for IEC 385 MTW on campus, TR in school
This course presents opportunities to develop strategies for teaching and integrating mathematics, social studies, science, and language arts in the K-Grade 2 classroom in accordance with state and national standards. Student-centered and constructivist instructional approaches addressed will include inquiry, cooperative learning, literature-based instruction, and direct instruction, appropriate to the developmental levels of this age group as suggested by NAEYC and CEC program standards. Formal, informal, continuous progress monitoring, and standardized assessments will be addressed through the planning of instruction. Strategies to support diverse learners, including English Learners and students with disabilities, will be addressed through models of planning and the discussion of Individualized Education Plans and co-teaching. Students will continue to develop their knowledge of the use of positive behavior interventions and supports as they relate to instruction. Prerequisites: IEC 230, IEC 146, EPY 245, CSD 235, IEC 231. IEC 253, IEC 350, EPY 350, SED 366 and SED 340. Co-requisite: IEC 360. 45 supervised field experience hours are required for this course. Students must obtain fingerprint clearance prior to beginning field experience. Fall, 5-week course, teacher candidates will be in schools Monday to Thursday.
Hybrid Course; fingerprints required must register concurrently for IEC 360 MWF is in class; TR in schools
This course is designed for the majors during the early childhood student teaching semester. Topics are selected to support and complement the student teaching experience. It is a pass/fail course, which allows opportunities for the student teacher to come together with colleagues and the instructor to discuss issues that relate to early childhood teaching as a profession in general, as well as those that relate to individual early childhood classroom situations. It is expected that teacher candidates will complete an Early Childhood edTPA during their student teaching experience, a NYSED requirement for certification. Only open to candidates who have met all prerequisites and requirements for student teaching (IEC 492). Students must register for Early Childhood Student Teaching concurrently. Co-requisite: IEC 492. Fall.
Hybrid; fingerprints required must register concurrently for IEC 360, IEC 385, IEC 492 x'd w/ ECE 594 X2
The teacher candidate will teach in a general education setting grades K-2 as an early childhood education professional. The candidate will observe, participate, teach, and assume responsibility within a Kindergarten, first or second grade classroom, under the guidance of the cooperating teachers and College personnel. It is expected that teacher candidates will complete an Early Childhood edTPA during their student teaching experience, a NYSED requirement for certification. Prerequisites: All major courses in the IEC program, and additional requirements for student teaching including all required field experiences; a substance abuse workshop; HIV/AIDS, communicable diseases, and safety workshop; the child abuse and abduction workshop, the Dignity for All students workshop; the violence prevention workshop; and final approval of the application by the program faculty. Applicants for student teaching must attend an application meeting early in the semester prior to the student teaching semester. Program prerequisites: IEC 230, IEC 146, EPY 245, CSD 235, IEC 231. IEC 253, IEC 350, EPY 350, SED 366, and SED 340. Co-requisite: IEC 360, IEC 385 and IEC 491 10 weeks Fall.
must register concurrently for Application due by Feb 15 IEC 360, IEC 385, IEC 491