144 courses with the subject EDU, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDU 1100Foundations of Education3
Examines the American Educational system and the teaching profession as a social institution with interactions with diverse communities, social, political, and cultural institutions, and traditions. Concepts of culture and the impact of these understandings will be explored with regard to teaching. The course presents topics such as the history of education, educational governance, education law, curriculum, assessment, classroom management, effective instructional strategies, education reform, and guidance on how to enter the teaching profession. PREREQUISITE: None
EDU 1200Introduction to Social-Emotional Learning3
Provides an overview of social-emotional learning to include the five core SEL social skills competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Students will analyze the relationship between social skill development and its potential impact on the academic and behavioral success of children. Students will use this social skills lens to investigate strategies to manage challenging behaviors, build relationships with students, teach self-regulation, and support a positive learning environment, and prosocial classroom culture. PREREQUISITE: None
EDU 2055Explorations in Social Emotional Learning3
This seminar will include a study of current research in social-emotional learning (SEL) as well as first-hand observations and experiences in the implementation of SEL. Guest speakers will share district, school and classroom-level insights connecting current research to the effects on student learning. Following the orientation and in-classroom experience, the seminar will connect hands-on learning to readings and discussions. Students will draw on their own experiences as students, any classroom internship, readings, and presentations from guests to reflect on the impact that SEI has on academic success and personal growth. PREREQUISITE:
The MTEL preparatory course prepares students for the communication and literacy portion of the Massachusetts Test for Educator Licensure (MTEL). The course will provide candidates with the necessary strategies to dissect reading and writing questions as it pertains to grammar, mechanics, punctuation, and comprehension. Students will write and edit essays, read and summarize passages, learn test-taking strategies, including how to analyze all types of questions and take practice exams. Effective study strategies, time management, and way to overcome text anxiety will be reviewed. Students are encouraged to take the Communication and Literacy MTELs at the conclusion of the course. PREREQUISITE: None
EDU 2350Empowering Writers: Strategies for Success3
This course examines the writing process and how to help learners master this complex craft. Students learn research-based practices of effective writing instruction including best practices for planning and implementing daily instruction, how to use assessment to inform instructional decisions, and ways to create an engaging and motivating writing environment. Topics such as strategy development, cultural influences, curriculum assessment and evaluation tools will be examined. Reasons why students might be reluctant writers will be investigated along with the effective use of tools and techniques to help all students develop into comfortable and confident writers. PREREQUISITE: None
Introduces theories, principles, goals, and methods of integrating the language arts (reading, writing, speaking, and listening) throughout the PreK-12 school curriculum. Students will use the language arts to acquire information, create knowledge, express, and share ideas, ask questions, raise issues, pursue answers, argue points, come to a consensus, and collaborate 222
This course examines the essential strategies and practices for early intervention and home visiting for children from birth to age three. The course emphasizes the critical role of home visiting as a key component of early intervention, providing students with practical skills and insights into designing and implementing home-based services that support both child development and family well-being. Topics covered include developmental milestones, individualized family service plans (IFSPs), collaborative strategies with families, and culturally responsive practices. Students will engage in case studies, role-playing exercises, and observational experiences to develop an understanding of the role between providers, children, and families. Additionally, the course will address challenges and ethical considerations in early intervention settings, providing students with the tools to navigate complex scenarios and advocate for best practices in early childhood care. PREREQUISITE: None
In this course, students will examine various play theories, types of play, and strategies for incorporating play into early childhood education. Emphasis will be placed on the impact of play on developing social skills, creativity, collaboration, critical thinking, and problem-solving skills in diverse learners. Students will explore the integration of play in various subjects such as literacy, mathematics, and science. PREREQUISITE: None
This course integrates field-based practice with coursework, providing students opportunities to observe and assist educators, engage with diverse learners, and reflect on the social, cultural, and ethical dimensions of teaching and learning. Students begin applying coursework to real-world learning environments at their field experience site. Through guided reflections, seminar discussions, and portfolio development, candidates connect theory to practice, collaborate with site mentors, and assess their professional growth. Emphasis is placed on building a strong professional identity, effective communication skills, and an understanding of inclusive instructional practices, assessment, and classroom support strategies. Students participate in ongoing conversations with faculty supervisors and site mentors to set goals, receive feedback, and demonstrate progress toward professional standards. The course includes completing 150 hours of fieldwork and seminar participation. PREREQUISITE: None
Students are introduced to the various pathways to teaching and governance of curriculum influencing public education, including state licensure processes and requirements at multiple levels of education. An overview of the various purposes and intersections between and among education in early childhood, elementary, middle/secondary, and moderate disabilities are addressed. Included are the practical applications of teaching students in urban settings applicable to each area along with conceptualizing curricular and co-curricular activities 223
EDU 3300Technology Tools and Strategies for Educators3
This course provides students with practical and theoretical foundations for integrating technology into their pedagogy. Highlighting 21st-century skills, the course focuses on how to effectively incorporate digital tools to enhance learning, foster student engagement, and differentiate instruction. Students will learn how to implement technology in both traditional and online learning environments, create multimedia content, use digital platforms for assessment and collaboration, and investigate current trends in educational technology. Emphasis will be placed on the benefits and drawbacks of technological tools and their applications within the classroom. PREREQUISITE: None
This course explores the integration of creativity and the arts into educational settings to foster student engagement, critical thinking, and holistic learning. Educators will examine the role of visual arts, music, drama, and movement in supporting diverse learning styles and enhancing cross-curricular connections. Through hands-on activities, collaborative projects, and reflective practices, participants will develop strategies to cultivate creativity in their classrooms, design arts-based lessons, and implement inclusive approaches to teaching the arts. Emphasis is placed on understanding the creative process, exploring cultural perspectives, and aligning artistic practices with educational standards. By the end of the course, educators will have practical tools and a deeper appreciation of the transformative power of the arts in education.
EDU 3340Techniques and Strategies for Teaching Mathematics3
This course introduces techniques and strategies for teaching mathematics following the Mass State Standards for curriculum and instruction. Constructivist lesson planning which engages students individually and in small groups will be emphasized. PREREQUISITE: None
This course introduces students to the foundational principles of supporting multilingual learners in diverse PK-12 educational settings. It explores theories of second language acquisition, cultural diversity, and bilingual education, with a focus on the challenges and opportunities of multilingualism in the classroom. Aligned with the Massachusetts Blueprint for English Learner Success, strategies for integrating language development with rigorous grade- level academic content will be emphasized. Students will also explore strategies for engaging families and communities in the learning process to create supportive environments for multilingual learners. PREREQUISITE: None
This course provides an in-depth exploration of the essential dynamics between children, families, and community systems. Students will gain an understanding of how to build and sustain effective partnerships that enhance the well-being and development of children. Participants will learn about theories and practical strategies for fostering collaboration among families, schools, and community organizations. Key topics include the roles and responsibilities of each stakeholder, effective communication techniques, and strategies for overcoming common challenges. The course emphasizes the importance of cultural competence and inclusivity, ensuring that partnerships are equitable and responsive to the diverse needs of children and their families. PREREQUISITE: None
Field Experience II builds on foundational field practice by providing prospective educators with deeper, more intentional engagement with education organizations and schools. Students will engage in a second supervised placement aligned to concurrent coursework, with a focus on meeting diverse learner needs and strengthening reflective instructional practice. Candidates continue observing, assisting, and teaching lessons while expanding their professional portfolio through purposeful, cross-course application. Emphasis is placed on equitable, culturally responsive teaching, lesson design, and professional growth through guided reflection and feedback. This course advances students’ skills in classroom support, collaboration, and ethical decision-making as they continue to develop their professional identity in alignment with commitments to diversity, social justice, community building, and reflective practice. This course includes completing 150 hours of fieldwork and seminar participation. PREREQUISITE: EDU2899: Field Experience for Educators I
EDU 4100Assessment and Evaluation in the Classroom3
This course introduces formal and informal assessment tools used in classrooms to evaluate student learning and behavior. Students will examine a range of assessment methods, including standardized tests, formative and summative assessments, and behavioral observations, to understand how data informs instructional and behavioral decision-making. Through case studies, hands-on activities, and classroom simulations, students will develop skills in administering, interpreting, and applying assessment results to differentiate instruction and support diverse learners effectively. Additionally, students will gain insight into discrete trial training as used in Applied Behavior Analysis (ABA) within the classroom to enhance their assessment and intervention strategies. Emphasis is placed on effectively communicating assessment outcomes to students, families, and educational stakeholders. PREREQUISITE:
Speech-Language Pathology Assistant (SLPA) (Minor Only) Speech-Language Pathology Assistants (SLPAs) work under the direct supervision of licensed Speech-Language Pathologists (SLPs) to support the delivery of speech and language services across a variety of settings, including schools, clinics, hospitals, rehabilitation centers and healthcare facilities. SLPAs assist with essential responsibilities, including conducting speech and language screenings, supporting formal and informal assessments, preparing instructional and therapeutic materials, documenting student or client progress, and implementing components of treatment plans developed by the supervising SLP. Their work plays a vital role in increasing access to services and supporting individuals with communication and swallowing disorders. At American International College (AIC), students may complete an 18-credit course sequence designed to meet the educational and training requirements for employment as a Speech-Language Pathology Assistant within the Commonwealth of Massachusetts. Successful completion of the coursework qualifies students to apply for SLPA licensure through the Massachusetts Board of Registration in Speech-Language Pathology and Audiology. This course sequence, equivalent to a minor, may be completed alongside a variety of undergraduate majors at AIC, particularly within health sciences, education, psychology, and related disciplines. The program is ideal for students interested in speech-language pathology, communication sciences and disorders, or allied health professions who seek 175
EDU 4400Policy and Advocacy in Early Childhood Education3
This comprehensive course examines the crucial intersection of policy, law, and advocacy in the world of early childhood education. An in-depth exploration of both federal and Massachusetts- specific laws impacting young children will be explored. Participants will gain an understanding of the legislative landscape that shapes early childhood education, including key federal regulations and state-specific policies and initiatives in Massachusetts. The course will discuss how to become an effective advocate, as well as cover practical strategies for influencing policy, such as working with legislators, building support in the community, and using data to support your cause. Through case studies, interactive workshops, and guest lectures from experienced advocates and policymakers, participants will develop the skills necessary to navigate the complexities of early childhood policy and become effective advocates for children’s rights. PREREQUISITE: None
This course offers a unique opportunity to investigate, in-depth, an Educational Studies topic of interest. The design of the course is to afford students a unique learning opportunity that exceeds that of other educational courses. The learning theme of the course is “active producers of knowledge and understanding.” The course structure focuses as much on the process of learning as it does on the content of learning. Due to the personalized and unique nature of this Capstone course, the instructor will be more closely aligned as your learning partner and classroom facilitator. As part of your experience, observations within the PK-12 classrooms will be completed based upon your identified project. PREREQUISITE: None 227
This course requires candidates for an Initial license to examine and reflect upon the dispositions, knowledge, and skills of the 21st Century educator. The course features a review of historical and contemporary education including philosophies of educational thought and their impact on current educational practices. It also includes a review of the diversity of student populations (English Language Learners, special needs, social and economic status, gifted and talented, etc.), including strategies/techniques, programs, and student support services which focus on closing the academic achievement gap. Candidates will be introduced to the Massachusetts Professional Standards for Teachers, Massachusetts Curriculum Frameworks incorporating the Common Core, various Federal initiatives, and 21st Century Skills. Teacher candidates will develop an integrated instructional lesson plan based on the above criteria.
This course provides an overview of the state and federal laws pertaining to the education of English language learners as well as the background and history surrounding classroom instruction. It provides an introduction to the foundations, methods, applications and instructional practices (e.g. WIDA, SIOP) on the teaching of the English language to culturally diverse learners. There will be a focus on identifying culturally diverse students, formal and informal assessment, connecting home and school, and research-based school practices to address the language learning system. An overview of the WIDA English Language Development Standard, ACCESS, and the utilization of these tools to target learning objectives for the ELL student. PREREQUISITE: None
This course investigates the developmental factors and influences that impact child growth and learning for the special needs child. Identification processes of children who have special needs and the pedagogical study of clinical interventions and cognitive aids are explored to aid special education children. State regulations (Chapter 766) and Federal requirements (IDEA) will be covered in depth, as well as the creation of documentation of the Individual Education Plan (IEP). PREREQUISITE: Enrollment in graduate education program. Pre-Practicum hours required.
This course looks at what it means to be a culturally responsive practitioner. The concept of Culturally Responsive Teaching is reviewed as an approach that leverages the strengths that diversity brings to the classroom to make learning more relevant and effective. Culturally and Linguistically Responsive Teaching requires teachers to recognize the cultural capital and tools that diverse students bring to the classroom and to utilize their students’ cultural learning tools throughout instruction. It is also focused on viewing students with home languages (other than Standard English) as assets that they bring to the classroom rather than deficits. Students will reflect upon their own group memberships that may be based on race, ethnicity, social class, and/or gender. They are cognizant that their life experiences and those group memberships may create biases that can influence their interactions with students, families, and colleagues. PREREQUSITE: None 142
EDU 5515Early Literacy Instruction in the Inclusion Classroom3
This course focuses on exploring effective instructional strategies for the teaching of reading following the guidelines of current Science of Reading Research. The five components of reading (phonemic awareness, phonics, vocabulary, comprehension, and fluency) will be addressed as well as how to differentiate instruction to accommodate the diverse learning needs of young readers. Effective research-based instructional practices for developing early literacy skills will be analyzed. Students will design well-structured, highly engaging lessons with a focus on early literacy skills as outlined in the Mass Literacy Guide. PREREQUISITE: None
This course examines the basics of a multisensory, structured language curriculum for teaching reading, writing, spelling, comprehension and composition to diverse groups of students including those with reading problems, language disorders, cognitive disabilities, mild and moderate specific learning disabilities and English Language Learners. Candidates will become familiar with the use of identified best practice strategies for use in both specialized classrooms and the general education inclusive settings. PREREQUISITES: Enrollment in graduate education program, EDU6664 or EDU5520. Fieldwork hours required.
This course provides an overview of the research associated with first and second language acquisition. Review of the theories addressing reading skills and comprehension in English as a first language and different levels within the language. This course will address the linguistic difference between the first and second language acquisition for reading instruction in English, and the differences of reading instruction in English (e.g. phonemic awareness, and phonics) for students who may or may not be literate in their first language. PREREQUISITES: None
EDU 5600Post Secondary Options Through Collaborative Educational Planning3
This course explores the IEP transition assessment and person-centered planning for students with disabilities in preparation for their exit from the PK-12 system to the adult service system, workforce, military, or further education at either 2- or 4-year colleges. Collaboration with parent/guardian, school and community-based professionals and resources will be emphasized in the development of effective transition plans that recognize the students' language, culture, race, and ethnicity. Federal and state regulations will be addressed to include program criterion and issues of discrimination in programs and services. Targeted post-secondary planning based upon individual strengths and interests will drive the planning process. PREREQUISITE: None
This course addresses family-centered approaches to early childhood special education and transition for young children with disabilities. Students will apply team processes and communication strategies to collaborate in a culturally responsive manner with families, and community professionals to plan programs and access services for students with special needs. Students will research the nature of families and how families evolve with the presence of a child with a disability and understand evidence-based approaches to collaborating with families of children with disabilities. Students will discuss strategies to enhance parental 145
EDU 5612Educational Organizations, Leadership and Institutional Change4
The essential question to be answered in this course is: What are the qualities and skills needed to become effective leaders? This course is for prospective administrators. Candidates will gain knowledge that will prepare them for the important role of change agents in a school or district. A critical examination is made of the typical organizational structures found in organizations today, especially in regard to leadership and ways in which the educational leader can facilitate meaningful change. PREREQUISITES: EDU5601, EDU5602
This course emphasizes the knowledge, skills, techniques and approaches needed by administrators to promote the growth of staff in ways leading to the establishment or continued development of a professional learning community. Leadership practices and strategies consistent with research on successful professional learning communities will be examined. Staff and student safety and well-being will be reviewed as one major component of a legally and ethically comprehensive professional development program. Laws, regulations, policies, practices and research will be examined with respect to enhancing school, family and community relations, with a particular emphasis on practices leading to greater participation of all constituencies regardless of race, color, gender, religion, national origin, sexual orientation or disability. Field experiences will include the collection and review of data applicable to administrative leadership that is expected to lead to recommendations for modifications of teaching techniques and strategies to improve student achievement. The provision of appropriate programs for more fully addressing the educational experiences of English Language Learners and Special Education students will be reviewed and analyzed. PREREQUISITES: EDU5601, EDU5602.
Course materials relate to each of the components of reading (phonology, phonics, fluency, vocabulary and comprehension) and to the writing process for grades K-12. Research-based language and literacy instructional approaches will be studied. Stages of first and second language development will be presented and special attention will be paid to the needs of English language learners and diverse populations in relation to each of the elements of language (phonetics, morphology, semantics, syntax, discourse and pragmatics). Language-based disabilities will be studied in terms of their impact on literacy development. Data analysis and assessment approaches will be presented as they relate to diagnostic techniques and targeted intervention instructional strategies. Program development and evaluation will be discussed in terms of language and literacy components. Issues related to the historical roots of English and dialect will be explored in terms of their potential impact on student performance. Using 21st Century approaches, students will utilize recommended websites while studying language development and literacy connections. Using Universal Design methods, they will apply their newly gained knowledge as they develop instructional plans for students who need targeted instructional support in reading due to language difficulties that relate to literacy.
This course is designed to provide students with knowledge of research-based, comprehensive literacy instructional approaches with a focus on fluency, vocabulary and comprehension. The normal reading process and the causes of reading failure will be reviewed as a framework for instruction. The importance of early identification and intervention will be addressed in particular as this relates to special populations, such as English language learners, adolescent readers, early readers, and special education students. The components of comprehensive and effective reading instruction as outlined by the National Reading Panel (2000) will be the core content of the course. The selection and use of appropriate programs, materials, assessments and technology will be explored in order to employ the principles of Universal Design when planning to meet the needs of diverse learners in today's 21st century classroom. ELA programs will be evaluated. Prerequisite: Enrollment in the Reading Specialist Program.
EDU 5851Interaction of Classroom Management and Instruction3
This course focuses on theory and research about developing teacher competencies for motivating and increasing student learning through the advanced understanding of the interaction of classroom management and instructional planning. Topics include the creation of successful learning communities, approaches to discipline and creative problem solving. PREREQUISITE:
EDU 6244Organization, Administration and Supervision of Reading Programs in
Elementary/Secondary Schools (3) This course prepares students to assume responsibilities for literacy programs in K-12 diverse (urban, suburban, and rural) K-12 school districts. Students will investigate research-based approaches to system-wide development of curriculum, instruction, and assessment in literacy 148
EDU 6345Teaching Language Arts and the Writing Process3
This course prepares students to plan specific practical strategies for challenging and extending student writing, spelling and grammar usage. Students will be training in utilizing data from writing assessments in order to better plan instruction for diverse learners and for promoting 21st Century critical thinking and research skills when reading and writing. The relationship between reading, language and writing skill development will be studied. Universal Design will be utilized when planning instruction for a case study student. Effective approaches for standards- based writing instruction will be studied. PREREQUISITES: Enrollment in the Reading Specialist program.
EDU 6460Applications of Technology in the Classroom3
This online course will help educators incorporate technology within the classroom and among professional educators, family and community. The technology taught in this course is web (cloud) based, which makes it accessible by anyone, anytime, and anywhere with an internet device (computer) and web browser. This course is an applications course. Everything is hands- on using a personal computer. Students will learn how to create an online community and integrate it into their classroom for constant student/teacher interaction. Students will learn a proven framework for instructional planning. Students will learn technological categories of instructional strategies and applications that enhance curriculum and instruction in the classroom. Students are required to have access to a computer that is connected to the internet for this course. PREREQUISITE: Enrollment in graduate education program.
This course assists candidates in the development of a foundation for creating a personal theory of instruction through knowledge of brain functions, cognitive functions, learning styles and adolescent motivation. Candidates will acquire new skills in the use of formal and informal measures for diagnosing problems, prescribing learning tasks and generating corrective means for solving them. PREREQUISITE: Enrollment in graduate education program.
EDU 6595Assessment and Curriculum for Early Childhood3
This course examines a full range of effective early childhood programs and curriculum. State curriculum documents, along with a variety of assessments, materials, and teaching strategies are examined for effectiveness in addressing the diverse cognitive, language, and developmental characteristics of young learners. Particular consideration is given to special needs of children with limited English proficiency, cognitive or language deficits, learning disabilities, economic or social disadvantage, etc. A research paper and presentation designed around one exceptionality is required. The administration and interpretation of informal and formal screening and evaluation procedures will be used to assess individual students. Assessment findings are used to plan instruction for young children with and without special needs. the program, a course in Child Psychology or Child Development.
The Professional Seminar I is designed in conjunction with Professional Seminar II as a culminating requirement for Professional Teacher Licensure. The development of an individual teaching philosophy emerges from a review of philosophical and theoretical positions. The educator conducts a self-assessment of subject matter knowledge and pedagogical skills based on professional teaching standards. An assessment of student learning and achievement must use current local, district and state assessment data to identify area(s) of student need. This analysis will include sub group populations within the teaching district to include ELL, low economic students among others. An action research topic and professional development plan emerges from these analyses. The educator designs a plan for professional development in the identified areas of need to prepare for the research project. Site visits from the college supervisor will 150
Students will engage in a survey of current practices of classroom management for regular and special needs students. Theory, materials and practical applications will be included. Special attention is given to communication, observation, group and class management skills. Candidates will become familiar with classroom management techniques and demonstrate the ability to identify specific target behaviors, develop positively based programming strategies, establish manageable data collection methods and analyze data using empirically based strategies. This course is fully online. PREREQUISITES: Enrollment in graduate education program, EDU5410.
EDU 6625Sheltered English Immersion (SEI) Endorsement Course is available to students who
have not yet earned the SEI Endorsement. While the SEI Endorsement is a requirement for licensure as mandated by DESE, it is not a requirement for degree completion nor licensure endorsement. Master of Education degree or CAGS awarded Total credits: 30-36 Licensure Track: 33 credits Degree-only, Non-licensure Track: 30 credits Completion of SEI course accounts for an additional 3 credits 110
EDU 6630Supervision and Evaluation of Instruction4
Professional Standards for Administrative Leadership (PSAL) and best practices utilized in the supervision of educational personnel and programs will be examined in this course. The impact of the Massachusetts Education Reform Act of 1993, the No Child Left Behind Act of 2001, Every Student Succeeds Act (ESSA) and the Massachusetts Department of Elementary and Secondary Education (DESE) standards and indicators for the evaluation of teachers and administrators will be studied as part of institutional reform. Multiple approaches to classroom teacher observation and evaluation are central to the course. Model supervision and evaluation district programs consistent with state guidelines will be reviewed. Attention will also focus on teacher evaluation and feedback to address the achievement gap existing between and among high need student groups in the schools. Educator improvement plans to address the effectiveness of teachers whose performance is less than satisfactory according to state and contractual guidelines will also be discussed. The Massachusetts Department of Elementary and Secondary Education's five step continuous learning process and the Candidate Assessment of Performance (CAP) will also be studied by candidates in preparation MA public school teacher evaluation. PREREQUISITES: EDU5601, EDU5602
This course prepares candidates in the planning, implementation and operation of personnel functions within a school and a school district. Candidates will learn and practice skills in collective bargaining employee/unit contracts and processes, personnel legal processes in 152
Classroom tests and assessments are an essential part of the instructional process. When properly done, they can effectively evaluate and enhance students' learning and teachers' instruction. When poorly done, they can confuse and alienate students, distort the curriculum, and hinder good instruction. Test scores and grades sometimes affect "high-stakes" decisions about students, prompting intense concern regarding accuracy and fairness. New trends in educational measurement are also causing educators to rethink assessment. Testing and assessment is not only important, but when done correctly, it links the general instructional objectives to specific learning outcomes that can be assessed to show student performance and curriculum vitality for all grade levels. Recognizing the link between good assessment and good instruction, the profession has adopted standards for teacher competence in educational assessment. This course is designed to help teacher candidates meet those professional standards. It is also designed to help teacher candidates understand the many forms of good classroom assessment. 153
EDU 6679Methods of ESL Instruction in the Content Areas3
This course is specifically designed to develop the knowledge, skills, and understanding needed to teach the content areas in the classroom by providing the educator with a comprehensive overview of the most effective approaches to planning, implementing, managing, and assessing successful and effective learning experiences in ESL instruction. Discussions will explore key concepts of second language learning theory (linguistic, psycholinguistic, and sociolinguistic) and theoretical approaches to second language learning and acquisition. Cognitive development and cognitive approaches to second language learning will guide the development of practical teaching techniques for everyday use in the ESL classroom. The major emphasis of the course is the development of an instructional unit appropriate to the educator’s level that will include activities and strategies in such areas as cross-curricular and differentiated instruction, cooperative learning, integration, and indirect teaching methods. Microteaching teaching experiences in ESL instruction will focus on specific components of lesson planning and lesson presentation. PREREQUISITE: None
Administrative candidates will study and analyze school law from both historical and current perspectives. Constitutional amendments will be studied as they relate to administrative practice. Federal, state and local laws and regulations will be analyzed with respect to their importance 156
EDU 675Legal Issues for Special Education Administration3
Special Education Administration candidates will study and analyze school law from both historical and current perspectives. Constitutional amendments are studied as they relate to administrative practice. Federal, state and local special education laws and regulations are analyzed with respect to their importance and impact on schools and districts. Emphasis placed on Massachusetts State Laws and regulations pertaining to the Individualized Education Plan (IEP) and special education placements and procedures for public education students. Special education litigation, BSEA appeals and collective bargaining contracts are discussed and analyzed within the scope of special education. Local policy development and special education programming and placements will also be reviewed. Federal titles, including Title I, Title VI, and Title IX will be studied including their philosophical underpinnings and their implications for a framework for special education administrative decision-making.
EDU 6753School Personnel in Special Education Administration3
This course prepares Administrator of Special Education candidates in the planning, implementation and operation of personnel functions within the field of Special Education within a school and school district. Candidates will learn and practice skills in special education employee/unit contracts and Special Education personnel programming. Teachers, paraprofessionals, contracted staff, as well as outside special education advocate personnel with be reviewed in this course. Special Education processes, personnel legal processes, personnel operations and the different components of the human resource systems in the state of Massachusetts will be examined in this course. Special Education parent advocacy, parent rights and Parent Advisory Councils’ roles within special education personnel will be reviewed within the Family and Community Engagement standard of the Professional Standards for School Leadership (PSAL).
This course examines the issues involved in urban education. Various ethnic and minority/majority cultures and populations attending U. S. urban schools today, including low income and ELL are discussed. Students will research and explore social, behavior and academic needs of the urban population through researching readings, articles, short fiction, children’s literature, autobiographical selections and historical documents in responses to closing the achievement gap. PREREQUISITE: Enrollment in graduate education program.
EDU 6979/6980 Field-based Research I/II: School Leadership
Master of Education degree or CAGS awarded Total Credits: 45 Licensure Track: 42 credits Degree-only, Non-licensure track: 38 credits Completion of SEI Course accounts for an additional 3 credits Administrator of Special Education Track
Each program will have a specified allotment of time in which School Leadership candidates will be expected to complete the practicum requirements or FBR field hours and project that are associated with the credit hours. Candidates who do not complete their culminating experience within the allotted semesters and credit hours will be automatically registered for the Practicum or FBR Continuation Course (1.5 credits per session for a total of 3 credits during a Fall or Spring Semester.), incurring a cost for three additional graduate credit hours per semester, which will be charged at the appropriate cohort credit rate.
School Leadership candidates who do not complete their culminating experience within the Culminating Experience Continuation I will be automatically registered for a second Practicum or FBR Continuation course (1.5 credits per session for a total of 3 credits during a Fall or Spring Semester.), incurring a cost for three additional graduate credit hours per semester, which will be charged at the appropriate cohort credit rate.
This course provides advanced study and analysis of leadership theories, practices, and challenges within the higher education context. Students will explore the unique dynamics of leading in colleges and universities, including the complexities of governance structures, organizational culture, and stakeholder relationships. This course equips students with the knowledge and skills necessary to become effective and transformative leaders in higher education. By the end of this course, students will have a comprehensive understanding of the theories, models, and practices of leadership in higher education. They will develop the ability to critically analyze leadership challenges, formulate effective strategies, and lead with integrity and vision in a rapidly evolving educational landscape. PREREQUISITE: None
This course focuses on the principles and practices of effective management within colleges and universities. Students will explore the unique challenges and opportunities associated with managing academic programs, support services, human resources, and financial resources in higher education institutions. This course provides students with the knowledge and skills necessary to navigate the complexities of organizational management in the ever-changing landscape of higher education. At the conclusion of this course, students will possess a deep understanding of the principles and practices of effective management in higher education. They will gain skills in strategic planning, financial management, human resource development, and organizational assessment, enabling them to effectively lead and manage diverse educational institutions in an increasingly complex environment. PREREQUISITE: None
This course delves into the multifaceted strategies and best practices for promoting holistic student development and achievement within higher education institutions. Through a comprehensive exploration of student support services, interventions, and effective engagement strategies, students will gain a profound understanding of how to create inclusive and empowering learning environments that enhance student success. Upon completion of this course, students will have a comprehensive understanding of the key factors that contribute to student success within higher education. They will develop the skills to critically assess student needs, design and implement evidence-based support programs, and collaborate effectively with diverse student populations. Students will also learn to apply innovative technologies and strategies to enhance student engagement, mental health, and overall well-being, ultimately equipping them to make a positive impact on student success and retention rates within their respective institutions. PREREQUISITE: None
This course focuses on examining the use of reflective practice to improve instruction and leadership techniques and to engender professional dialogue among colleagues. Facilitating one's own critical reflection, as well as encouraging that in others, is a key component of teaching, learning and leading. The course content also explores the concept of self-renewal and resilience 161
This course focuses on the premise that all educators, regardless of formal title, role or position, need to assume responsibility for leadership in service of improving their institution and its members. Further, all educators must be responsible for developing the leadership capacity of those in their care. The course content addresses various theories of leadership, finding one's own leadership style and thinking about leadership in such populations as teachers, staff, and students. PREREQUISITE: None
This course focuses on developing one's understanding of adult development throughout the life span and its implications for educational practice. Regardless of role and formal job description, all educators must interact with adults and an appreciation for the developmental tasks of personal and career cycles is essential. Course content is designed to stimulate thinking about how to promote growth and transformation in one's own life and with others. PREREQUISITE:
EDU 7760Reflective Practice, Mentoring and Professional Self-Renewal3
This course focuses on examining the use of reflective practice to improve instruction and leadership techniques and to engender professional dialogue among colleagues. Facilitating one's own critical reflection, as well as encouraging that in others, is a key component of teaching, learning and leading. The course content also explores the concept of self-renewal and resilience as indicators of health and wellness in individuals and educational institutions. The key role that mentoring can play in initiating novice educators into the profession, supporting individual growth and sustaining the enthusiasm of veteran educators also is addressed. PREREQUISITE:
This course introduces financial aspects of higher educational institutions with an emphasis on the use of financial information for decision making. Financial decision making is described in a way that is informative and useful so that higher educational leaders can manage effectively the allocation of financial resources. Specific topics will include financial analysis, budget creation and oversight. The emphasis is on using financial data for decision making related to resource allocation, forecasting, capital initiatives, and other future planning. PREREQUISITE: None
This course focuses on developing one's understanding of the knowledge and skills necessary to increase effectiveness in meeting the needs of diverse learners through appropriate instructional, curricular and behavioral strategies. It also aims to assist students in exploring the topics of race/ethnicity, religion, socioeconomic class and language as they related to teaching to diversity. PREREQUISITE: None
EDU 8851Interaction of Classroom Management and Instruction3
This course focuses on theory and research about developing teacher competencies for motivating and increasing student learning through the advanced understanding of the interaction of classroom management and instructional planning. Topics include the creation of successful learning communities, approaches to discipline and creative problem solving. PREREQUISITE:
This course allows for re-examination of one's own motivation for entering the profession, what values guide current practice and what inspires that practice. The notion of teaching as both an "art" and a "science" will be explored, along with research on effective teaching. The course also allows for consideration of what teaching models and philosophies are most meaningful at this point in one's career. PREREQUISITE: None
The School Finance course is essential for the school administrator. Responsible for the ethical and strategic use of resources, the administrator cannot completely delegate financial responsibility to another office. Thus this course will cover a broad range of topics designed to acquaint the students with the knowledge of: funding formulas, accounting procedures, procurement regulations, taxation principles, fiduciary oversights, audits and general management of state and local funding formulas. Emphasis will be placed on developing skills necessary to manage the financial program of a district and, in turn, a school. PREREQUISITE:
Leadership describes an individual's ability to influence. This course is a survey of selected research that addresses the development of leadership skills, the academic field of leadership studies, and the roles of leadership in education, including transactional, transformational and post-modern theory. Leadership is examined, not only from the perspective of personal development, but also in the contexts of organizational and systems theories. Moreover, since the literature relating to leadership is varied, with approaches ranging from popular "self-help" to serious academic scholarship, this course provides the opportunity to compare and contrast this wide range of leadership analyses. PREREQUISITE: None
Methods, theories and research applying to the supervision and evaluation of classroom instruction; includes analysis and application of research in effective teaching practices, formative and summative evaluation, staff development, data collection techniques and alternative feedback methods. This course will focus on the role of the district administrator in the supervisory process from the legal aspects to the coaching of principals. PREREQUISITE:
This course will examine issues related to equity, diversity and their implications for education settings. Personal and community biases will be scrutinized regarding: race, gender, socio- economic status, culture, sexual orientation, religion, second language learners and persons with special needs. Through coursework, and situational case studies, students will be challenged to examine their attitudes toward these critical issues and to become sensitive and proactively responsive to them. Students will learn of the leadership capacities needed to ensure access, 164
Dissertation research I is the first of a two-block experience involving original doctoral research. In this course, the student will gather data to be reported in chapter four of the dissertation, using the research design developed in individualized research design. PREREQUISITE: Approval of advisor
Dissertation research II is the second of a two-block experience involving original doctoral research. In this course, the student will analyze his/her collected data, including re-engaging with the seminal scholarly literature presented in chapter 2. Data analysis will conform to the methods described in individual Research Design. In addition to analysis, the student will be able to discuss the scholarly and practitioner implications of his/her findings as well as directions for future research. PREREQUISITE: Approval of advisor
Dissertation I is the first in a four-course block of final required dissertation writing. It yields the first two chapters of the dissertation: Introduction and literature Review. Credit is awarded when the student submits the fully edited and approved version of these two chapters to his/her Dissertation Committee. PREREQUISITE: Approval of advisor
This course focuses on an introduction to the selection and construction of a research design and the choice of appropriate research methods for the educational inquiry to be undertaken. It focuses on the relationship between the research problem, questions, and design and introduces students to techniques for collecting and analyzing research data. The emphasis of this course is on writing analysis and synthesis of research methodology and findings in empirical articles. The student will review a variety of research methods (qualitative, quantitative, and mixed methods research design) as well as explore the design and collection of data, data analysis, and ethical issues related to research with human subjects.
