EDUCATION

EDC101 - Portfolio Preparation (1)

This course will teach students the skills that they need to systematically review their life experiences and to develop portfolios that demonstrate their learning in specific areas. Required for all students applying for prior learning credit through the APLE program. PREREQUISITE(S): Matriculated status and completion of at least six credits at the college. Open only to continuing studies undergraduate students.

EDC102 - The Undergraduate Experience (1)

This course is designed to teach students effective learning and study skills, to provide practice in applying those skills to their course work, and to help students make a successful adjustment to college life. Skills include time management, note taking, reading and study systems, and exam taking. Required for all freshmen entering college for the first time. PREREQUISITE(S): None

EDC103 - The MTEL Prep Course (1)

The MTEL preparatory course is a seven-week, one-credit course that prepares students for the communication and literacy portion of the Massachusetts Test for Educator Licensure (MTEL). While the course focuses on writing, reading, and the various types of MTEL questions, emphasis is placed on writing fundamentals (grammar, mechanics, punctuation) and on reading comprehension. Students write and edit essays, read and summarize passages, learn test-taking strategies, and take practice exams. Students take the Communication and Literacy MTELs at the conclusion of the course. Lab fee is charged. PREREQUISITE(S): ENG101, ENG102

EDC105 - Introduction to Education: Fieldwork (1)

A one-credit course offered for sophomores (and junior transfer students) in the fall for undergrad Education minors. This course is designed to introduce students to public school settings in suburban and rural locations. Partnerships are established with five school districts and students will take fieldtrips to the various locations for classroom observations (early pre-practicum fieldwork). A lab fee will be charged to cover transportation costs. PREREQUISITE(S): sophomore status required.

EDC200 - Principles of Education: EC, Elem., Mod. Dis. (PreK-8) (3)

An introduction to teaching that examines the dispositions, knowledge and skills of the 21st century educator. An overview of American education will focus on historical and contemporary trends in teaching, learning, and curriculum. Diversity in American classrooms, including students with special needs, limited English proficiency, economic or social disadvantage, gifted and talented, etc., will be examined in keeping with current practices such as, inclusion, differentiated instruction, ELL support, and response to intervention. Students will engage in initial lesson plan construction selecting topics in science, Massachusetts geography and social studies. Reference to the principles and learning standards of the Massachusetts Curriculum Frameworks (CCSS) is required. PREREQUISITE(S): junior status

EDC201 - Principles of Education: Middle / Secondary (3)

An introduction to teaching that examines the dispositions, knowledge and skills of the 21st century educator. An overview of American education will focus on historical and contemporary trends in teaching, learning, and curriculum. Diversity in American classrooms, including students with special needs, limited English proficiency, economic or social disadvantage, gifted and talented, etc., will be examined in keeping with current practices such as, inclusion, differentiated instruction, ELL support, and response to intervention. Students will engage in initial lesson plan construction selecting topics in science, Massachusetts geography and social studies. Reference to the principles and learning standards of the Massachusetts Curriculum Frameworks (CCSS) is required. PREREQUISITE(S): Junior status

EDC208 - Internship in Early Childhood (6)

The Internship in Early Childhood is the culminating field-based experience for the Associates Degree program in Liberal Studies/Early Childhood. This 300-hour , supervised, internship will provide students with the opportunity to apply newly learned theories and skills within local early childcare and education settings. Students will follow a schedule of increasing responsibility in the role of an educator while working under the guidance and supervision of an experienced early childhood teacher. Activities will include planning and implementing individual and small group instruction; organization and management of large group learning experiences; and, the planning, design and evaluation of curriculum components. Site visits and consultations with the college supervisor will be arraged throughout the internship to review progress and evaluate performance.

EDC209 - Foundations of Professional Practice (9)

This cluster course meets the objectives addressed by three undergraduate education courses: Introduction to Special Education, Speech and Language Development, and Assessment and Curriculum for Early Childhood. It differs from the three courses in that it is designed to provide appropriate support and focus for students seeking to be qualified as preschool/daycare teachers. For those students who proceed toward completion of an education licensure program, this course will take the place of the three courses named.

EDC210 - Child Growth and Development (3)

This course is an introduction to the study of the child from conception to the onset of adolescence. Basic concepts of child development, especially those related to learning and social development are stressed, with special emphasis on pre-school and kindergarten age groups. PREREQUISITE(S): PSY101

EDC302 - Multisensory Teaching of Language Skills (3)

This course will examine 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. There will be hands-on experience as well as exemplary lessons exploring best practice strategies to facilitate the development of reading and language skills. The students will learn how and where the sounds of English are made; how to introduce phonemic awareness activities; and how to teach sound-symbol associations in a logical, scientific way according to latest research. Students explore the qualities of children's and adolescent literature, including the various genres, meaning, voices, and visual elements that are central to engaging learners through literature. Students will become proficient with regard to terminology relating to instructional standards and techniques in the areas of reading, written language, and content areas such as Science and Social Studies. They will become familiar with the use of identified best practice strategies for use in both specialized and the general education inclusive settings. PREREQUISITE(S): EDC200/EDC201, EDC321, EDC316, and senior status

EDC308 - Teaching Mathematics: : EC, Elem., Mod. Dis. (3)

Prospective educators will examine theoretical and developmental models of mathematics instruction in order to plan and implement effective instruction based on the diverse cognitive, language, and developmental needs of students. Using technology to access national and local district assessment data, students will analyze and identify areas of need within the mathematics curriculum and engage in instructional decision-making. Demonstrations and micro-teaching will reference the Massachusetts Mathematics Curriculum Framework. Field experiences are required for initial licensure. PREREQUISITE(S): MAT117/MAT118 or equivalent, EDC200/EDC201, EDC321, senior status

EDC311 - Teaching Mathematics: Secondary and Middle (3)

This course provides a study of secondary and middle mathematics curricula and various methods for planning instruction for all learners and evaluation in the classroom. A survey of current textbooks, instructional materials, and testing materials will be included. Changes and developments in the area of teaching mathematics will be addressed utilizing the Massachusetts Curriculum Frameworks and current professional literature. Field experience is required. PREREQUISITE(S): EDC201, EDC321, math course work, senior status

EDC317 - Teaching Reading & Language Arts: EC, Elem, Mod. Dis. (3)

A survey of theories, practices, and techniques of reading instruction for children in grades preK-8. Various methods and materials used in the teaching-learning process will be examined. including the informal diagnosis and assessment of reading skills. The Massachusetts English Language Arts Curriculum Frameworks, as well as related documents for English language learners and guidelines for special education students will be central to developing and presenting reading strategy lessons. Instructional accommodations for diverse learners will explore methods in sheltered English language immersion, special education, gifted and talented enrichment, and compensatory strategies for rural and urban poverty populations. Field work experiences and a diagnostic case-study assignment will integrate all course components. On-line research of the National Reading Panel Report and other professional sources will supplement course learning. Field experience is required. PREREQUISITE(S): EDC200/EDC201, EDC321, senior status

EDC320 - Reading & Communication in the Middle and Secondary Schools (3)

This course addresses the developmental reading and language needs of the middle and high school student in the content area classroom spanning from "learning to read" to "reading to learn." The strategic use of multiple texts, including 21st century technology literacies, will be presented using micro-teaching lessons to demonstrate effective practice. Using technology to access national and local assessment data, students will analyze and identify areas of need within the English language arts and their intended subject area to guide instructional decision-making. Instructional accommodations for diverse learners will explore methods in sheltered English language immersion, special education, gifted and talented enrichment, and compensatory strategies for rural and urban poverty populations. Field work experiences and a diagnostic case-study assignment will integrate all course components. On-line research of the National Reading Panel Report and other professional sources will be integral to course learning. Field experience is required.. PREREQUISITE(S): EDC200/EDC201, EDC321, senior status

EDC321 - Introduction to Special Education (3)

The purpose of this course is to investigate developmental factors and influences that impact child growth and learning for the special needs child. The course will provide students with the necessary knowledge and skills to identify those children who have special needs and study the ways and means that may be used to aid these children. Students will explore current early identification strategies and techniques as well as Response To Intervention (RTI) procedures used to facilitate struggling learners in the educational setting. State regulations (Chapt. 766) and Federal requirements (IDEA) will be covered in depth, as well as information about services provided and/or available to students by other agencies. An analysis of local/district/state data will be included. Students will acquire knowledge of how to use technology and assistive technology with special needs students and its curriculum implications. This includes Autism and Attention Deficit Disorder (w/wo hyperactivity). Course participants will gain an understanding of the educational problems which mild, moderated or severe handicaps imposes on a special needs child or youth and how this applies to the preparation and implementation of the Individual Educational Plan (IEP). PREREQUISITE(S): junior status

EDC347 - Teaching Children's and Adolescent Literature (3)

The course involves a general study of the field of literature for children and adolescents, plus ways to encourage the reading of literature by children. Picture books, traditional literature, non-fiction, historical fiction, poetry, and fantasy will be explored to help promote the reader's understanding of children and adolescents and their literature. PREREQUISITE(S): EDC200 OR EDC201

EDC360 - Application of Computers in the Classroom (3)

This course gives the classroom teacher a working knowledge of technology resources for designing lessons that will enhance student achievement throughout the curriculum. The course will include training in word processing, spreadsheet software, database software, presentation software, and more. Using content from the Massachusetts Curriculum Frameworks, participants will explore hands-on applications with a variety of computer hardware, including hand-held computers, laptops, workstations, and projection devices. Experiences in a fully electronic classroom will be included. Teachers will leave with a portfolio of valuable lessons, hotlinks, and other technology tools suitable for a full range of learning styles and needs. PREREQUISITE(S): EDC200 or EDC201, EDC321, senior status

EDC365 - Speech and Language Development (3)

This course focuses on the components of language and their relationship to literacy and academic performance. Students will explore: speech and language development, voice and speech problems, and early language development as it relates to reading acquisition. Principles, methods and materials for teaching language development, auditory training and extra curricular activities will be examined. The nature of oral and written language, language systems, and their relationship to language-based reading and writing problems will be presented. The components of language including phonetics, morphology/semantics, syntax, discourse and pragmatics will be used as a framework for identifying speech and language disorders and learning disabilities. Phonological processing deficits as they relate to reading disorders will be addressed. Students will become familiar with the technical terminology relating to typical and atypical language development. The current structure of English orthography with reference to historical roots and layers of orthographic representation will be applied to practical applications. Accommodation and modifications to be used within the classroom setting for the purpose of maintaining special needs students within the general education setting will be explored. PREREQUISITE(S): EDC200/EDC201, EDC321, senior status

EDC395 - Assessment and Curriculum for Early Childhood (3)

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 their 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. 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. PREREQUISITE(S): EDC200, EDC321, EDC317, PSY309, senior status

EDC400 - The Reflective Practitioner (3)

Candidates for initial teacher licensure will examine the dispositions, knowledge and skills of the 21st century educator. An examination of American education will focus on historical and contemporary trends in teaching, learning, and curriculum. Diversity in American classrooms, including students with special needs, limited English proficiency, economic or social disadvantage, gifted and talented, etc., will be examined in keeping with a variety of current practices, such as, inclusion, differentiated instruction, ELL programming, and response to intervention. Students will engage in initial lesson plan construction using the principles and recommendations of the Massachusetts Curriculum Frameworks. Students respond to readings with supplemental research. Field experience required. PREREQUISITE(S): enrollment in graduate education program

EDC401 - Introduction to School Administration and Management (3)

The course is designed to provide the student with an introduction to the perspectives of elementary/middle/secondary school and central office administration and management, as well as historical and current theories and practices in the field. Readings, case studies, on-site visitations, analysis of current legislative reform and situational discourse are part of the course activities. State Curriculum Frameworks will be reviewed in light of curriculum, instruction, assessment, and data analysis in a learning community. Course work will reflect upon the professional standards for administrators which is embedded in the course expectations and will be demonstrated in the pre-practicum/practicum experiences. 15 hours of pre-practicum fieldwork is required. PREREQUISITE(S): Experience in PreK-12 teaching, enrollment in graduate education program

EDC402 - Multisensory Teaching of Language Skills (3)

This course will examine 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. There will be hands-on experience as well as exemplary lessons exploring best practice strategies to facilitate the development of reading and language skills. The students will learn how and where the sounds of English are made; how to introduce phonemic awareness activities; and how to teach sound-symbol associations in a logical, scientific way according to latest research. Students explore the qualities of children's and adolescent literature, including the various genres, meaning, voices, and visual elements that are central to engaging learners through literature. Students will become proficient with regard to terminology relating to instructional standards and techniques in the areas of reading, written language, and content areas such as Science and Social Studies. They will become familiar with the use of identified best practice strategies for use in both specialized and the general education inclusive settings. PREREQUISITE(S): enrollment in graduate education program, EDC321, EDC516 or EDC520

EDC403 - Advanced Developmental Reading (3)

This course provides an overview of literacy development for K-12 students.. Current research related to the five components of reading and effective literacy instruction for English Language Learners (ELLs) will be reviewed. Potential impact of poverty on students' readiness for learning to read will be discussed. Issues related to brain-based reading and language development and acquisition will be introduced. An in-depth study of scientifically-based instructional approaches and assessment practices related to phonological awareness, phonics and advanced decoding will be presented and will serve as the foundation for designing differentiated instruction to meet the needs of diverse learners. Students will be required to collect, analyze and interpret data for their case study students using specific literacy assessments appropriate for first and second English language learners. Using the Universal Design Model, students will develop an instructional plan for their case study students. 21'st Century internet research approaches will be presented to hone students' understanding of how to implement effective instruction for primary, elementary and adolescent readers. PREREQUISITE(S): EDC516 or an introductory reading course, enrollment in the graduate education program.

EDC406 - Assessment, Methods & Materials for Teaching in Special Ed. (3)

This course involves learning techniques for teaching and assessing students with special needs both in and out of the general education environment. Class sessions will be devoted to lectures, demonstrations, discussions, audio-visual material, and topics of particular interest within the area of assessment. Course content will focus on learners (PK through adults) who are not experiencing success within the standard academic situation and on identified special needs students in need of (re)evaluation. Students are expected to become familiar with standardized assessments, interpretation of evaluation data, and acquire an understanding of regulations governing the assessment and evaluation process. Students will demonstrate an understanding of laws, regulations, and ethical concerns related to services for special needs students and regular education students relating to assessment and evaluation. Students will become proficient in communicating assessment data fluently through oral and written forms. Students will use information relating to child and adolescent development to develop instructional recommendations and ensure appropriate assessment application. Knowledge of Massachusetts Curriculum Frameworks will be used to construct and evaluate authentic classroom assessment(s). Application of evaluative information to the IEP process will addressed as related to determination of special education eligibility criteria as outlined in Massachusetts and federal regulations and construction of IEP elements. Course participants will be proficient in the areas of: identifications of Specific Learning Disabilities using methodology outlined in current State regulations. Field experience is required. PREREQUISITE(S): enrollment in graduate education program, EDC521

EDC409 - Issues in Urban Education (3)

This course looks at the various ethnic and minority/majority cultures and populations attending U.S. urban schools today, including low income, and ELL. Students will explore social, behavior, and academic needs of the urban population through researching readings, articles, short fiction, children's literature, autobiographical selections, and historical documents. The format of the class will be participatory. PREREQUISITES: enrollment in graduate education program

EDC412 - Behavior Management (3)

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. Students will master terminology relative to cognitive behavioral programming and educational applications. Students 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. Federal and State regulatory mandates will be studied with a focus on the implementation of Functional Behavioral Assessments within the naturalistic setting. Students will become familiar with strategies that reduce or eliminate disruptiveness, aggressiveness, and defiance. They will learn practical ways of achieving better home-school relations and become familiar with services of the resource staffs as well as services provided by other (State and private agencies) in order to meet the needs of exceptional students. PREREQUISITE(S): enrollment in graduate education program, EDC521

EDC417 - Essential Foundations of Quality Education (3)

This course focuses on the elements of effective teaching: theories of learning, practical applications for educating all children, meeting the emotional needs of children, understanding the different learning styles, instructional planning, strategies for teaching, classroom management, and student assessment. PREREQUISITE(S): None

EDC418 - Supervision and Evaluation of Instruction (3)

Principles and practices in a learning organization and the supervision of educational personnel and programs as defined by both traditional and current supervisory practices will be examined. The impact of the Massachusetts Education Reform Act of 1993 and the No Child Left Behind Act of 2001 will be studied as part of institutional reform. There is an emphasis on staff development, multiple aspects of evaluation, promoting personnel development to include knowledge of best practices for teaching and learning, in a variety of environments. 15 hours of pre-practicum fieldwork is required. PREREQUISITE(S): enrollment in graduate program in School Administration, EDC401

EDC420 - Practicum in School Administration (6)

This activity is the culminating requirement for candidates seeking licensure as a School Administrator or Director. Students engage in a 300-hour activity in the schools, working with a principal or director in the level and role appropriate for their specialization area. Supervision is provided by college faculty during this activity. PREREQUISITE(S): All prior course work in program, completion of pre-practicum hours, passage of Communication and Literacy MTELs, approval of candidate's school district, approval of AIC's Office of Field Experience, and cumulative grade point average of 3.0

EDC427 - School Finance and Budget Administration (3)

The economics of education with regard to budget and finance at all levels of a school district will be studied. The focus will include revenue sources, state and federal school aid, grants, budget preparation, use of technology in the budget process, school building construction, and alternative funding. Use of data to support budgets and budget requests will be examined. Pre-requisites: enrollment in graduate program in School Administration, EDC401

EDC434 - School Law (3)

Study and analysis of school law from the historical and current viewpoint. Federal, state, and local regulations and laws will be analyzed in terms of their effects on schools and districts. The influence of precedent-setting cases on all aspects of school functions will be studied and sample cases will be employed as part of the curriculum. Technology to research a variety of case law will be utilized. Pre-requisites: enrollment in graduate program in School Administration. PREREQUISITE(S): enrollment in graduate education program, EDC401

EDC439 - Student Teaching ()

Please see one of the concentrations: EDC439A, EDC439B, EDC439C, EDC439E, EDC439F, EDC439G.

EDC439A - Student Teaching: Elementary (6)

The practicum for initial licensure in MA involves 300 hours of observation, assisting and taking on the full role of classroom teacher under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required. PREREQUISITE(S): successful completion of all prior coursework in program, pre-practicum experiences, passage of all MTELs required for the license, a 3.0 cumulative grade point average, approval of candidate's school district, and approval of AIC's Office of Field Experience. PSY101 is required for Moderate Disabilities; Developmental or Child Psychology is required for Early Childhood.

EDC439B - Student Teaching: Early Childhood (6)

The practicum for initial licensure in MA involves 300 hours of observation, assisting and taking on the full role of classroom teacher under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required. PREREQUISITE(S): successful completion of all prior coursework in program, pre-practicum experiences, passage of all MTELs required for the license, a 3.0 cumulative grade point average, approval of candidate's school district, and approval of AIC's Office of Field Experience. PSY101 is required for Moderate Disabilities; Developmental or Child Psychology is required for Early Childhood.

EDC439C - Student Teaching: Moderate Disabilities (6)

The practicum for initial licensure in MA involves 300 hours of observation, assisting and taking on the full role of classroom teacher under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required. PREREQUISITE(S): successful completion of all prior coursework in program, pre-practicum experiences, passage of all MTELs required for the license, a 3.0 cumulative grade point average, approval of candidate's school district, and approval of AIC's Office of Field Experience. PSY101 is required for Moderate Disabilities; Developmental or Child Psychology is required for Early Childhood.

EDC439E - Student Teaching: Reading (6)

The practicum for initial licensure as a Reading Specialist in MA involves 150 hours of teaching under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required. PREREQUISITE(S): a prior initial teaching license, one year experience teaching under that license, successful completion of all prior coursework in program including shadowing a reading specialist, passage of all MTELs required for the license, a 3.0 cumulative grade point average, approval of candidate's school district, and approval of AIC's Office of Field Experience.

EDC439F - Student Teaching: Secondary (6)

The practicum for initial licensure in MA involves 300 hours of observation, assisting and taking on the full role of classroom teacher under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required. PREREQUISITE(S): successful completion of all prior coursework in program, pre-practicum experiences, passage of all MTELs required for the license, a 3.0 cumulative grade point average, approval of candidate's school district, and approval of AIC's Office of Field Experience. PSY101 is required for Moderate Disabilities; Developmental or Child Psychology is required for Early Childhood.

EDC439G - Student Teaching: Middle (6)

The practicum for initial licensure in MA involves 300 hours of observation, assisting and taking on the full role of classroom teacher under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required. PREREQUISITE(S): successful completion of all prior coursework in program, pre-practicum experiences, passage of all MTELs required for the license, a 3.0 cumulative grade point average, approval of candidate's school district, and approval of AIC's Office of Field Experience. PSY101 is required for Moderate Disabilities; Developmental or Child Psychology is required for Early Childhood.

EDC442 - Effective Literacy Coaching Strategies to Improve Student Acievement (3)

This course prepares students to assume literacy coaching responsibilities in a school. Research theory related to effective models for coaching teachers, school reform and professional development will be applied throughout the course as students plan literacy professional development modules designed to improve student achievement and teacher capacity to meet the needs of all learners. PREREQUISITES: EDC403 or permission of the program director.

EDC444 - Org, Admin & Superv. of Reading Programs in Elem/Sec Schools (3)

This course prepares students to assume responsibilities for literacy programs in K-12 diverse school districts. Study will include research-based approaches that will help literacy leaders train teachers and administrators to better meet the needs of English language learners, special education students and other diverse learners. Training in the development of effective differentiated professional development programs will include Universal Design curriculum development , 21'st Century inquiry approaches and ways to maximize participants' learning while working in study groups that analyze student work and data. Theory and training related to being an effective literacy supervisor, consultant, in-service trainer, coach and mentor will be utilized during case study work throughout the course. Effective methods for supporting school-wide literacy improvement, evaluating literacy programs and assessments and implementing RtI (Response to Intervention) will be presented. Use of technology will be required as part of the students' final project. PREREQUISITE(S): EDC403, enrollment in the graduate education program

EDC446 - Professional Seminar I (3)

The Professional Seminar I is designed in conjunction with the 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, special education, 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 area of need to prepare for the research project. A site visit from the college supervisor will facilitate this process. PREREQUISITE(S): initial teaching license, all prior coursework in professional program, and 3.0 GPA

EDC459 - Education Organizations, Leadership, Institutional Change (3)

This course is intended for prospective administrators. Students will gain knowledge that will prepare them for the important role of change agents in the school or district. A critical examination is made of the structures found in organizations today, especially in regards to leadership and the ways in which the educational leader can facilitate meaningful change. A research project on current issues in education is required. 15 hours of pre-practicum fieldwork is required. Pre-requisites: EDC401, enrollment in graduate program in School Administration

EDC460 - Applications of Technology in the Classroom (3)

This course gives the classroom teacher a working knowledge of technology resources for designing lessons that will enhance student achievement throughout the curriculum. The course will include training in word processing, spreadsheet software, database software, presentation software, and more. Using content from the Massachusetts Curriculum Frameworks, participants will explore hands-on applications with a variety of computer hardware, including hand-held computers, laptops, workstations, and projection devices. Experiences in a fully electronic classroom will be included. Teachers will leave with a portfolio of valuable lessons, hotlinks, and other technology tools suitable for a full range of learning styles and needs. PREREQUISITE(S): enrollment in graduate education program

EDC471 - Practicum in Guidance Counseling (3)

The purpose of the practicum is to provide a culminating experience for the student in the School Guidance program in a school. The student is offered an opportunity to apply skills gained from course work in actual practice of guidance counseling. The student works under the direct supervision of a licensed guidance counselor with the assistance of a college advisor. The advisor helps the student to develop appropriate goals, to effectively use interpersonal skills, and to determine the areas to be further developed. Periodic meetings are scheduled with students and the college advisor as part of the practicum experience. The duration of the practicum is 450 clock hours, for which three credits are awarded. The clinical experience is a continuation of the practicum and builds upon the experience. At this point, the student is employable as a guidance counselor and works independently with school mentorship and college supervision. The clinical experience is 600 clock hours, for which six credits are awarded. PREREQUISITE(S): all prior coursework in program, passage of Communication and Literacy MTELs, GPA of 3.0, and approval of school district and AIC's Office of Field Experience.

EDC472 - Foundations of Administrative Leadership (3)

The course is designed to study the philosophical, sociological, historical, and psychological domains and basic issues facing education today by applying this knowledge to such issues as regular, vocational, business, technical, compensatory, and special education. Researching a current educational issue is required. Pre-practicum exercises are embedded within the assignments. 15 hours of pre-practicum fieldwork is required. Pre-requisites: enrollment in graduate program in School Administration.

EDC475 - Curriculum Design and Development (3)

In an era of standards-based instruction, administrators must have a sound working knowledge of the principles of curriculum design, development, and implementation. Educational leaders will gain knowledge on how to make important decisions regarding the content of curriculum, the selection of appropriate instructional materials, and the modification of teaching strategies to accommodate the needs of ALL learners. 15 hours of pre-practicum fieldwork is required. PREREQUISITE(S): enrollment in graduate program in School Administration, EDC401

EDC477 - Field-Based Research: Elementary / Early Childhood (6)

Students majoring in one of the above specialty areas may opt for the appropriate field experience which will satisfy the degree requirement for a culminating experience. Candidates will have the opportunity to delve into data collection and analysis, designing program for diverse populations, technology, developing 21st century skills, as examples, and/or other principles learned in their coursework to the end of increasing student achievement in the classroom. An action based research project is the central activity for this course. Employed teachers may utilize their own classrooms for this culminating experience [40 clock hours per credit]. Students who complete their degree with this culminating project are not eligible for licensure as a teacher or administrator in Massachusetts nor will they receive the NASDTEC stamp for reciprocity with other states. PREREQUISITE(S): all prior coursework in program and acceptance of research proposal by the director.

EDC478 - Field-Based Research: Secondary / Middle (6)

Students majoring in one of the above specialty areas may opt for the appropriate field experience which will satisfy the degree requirement for a culminating experience. Candidates will have the opportunity to delve into data collection and analysis, designing program for diverse populations, technology, developing 21st century skills, as examples, and/or other principles learned in their coursework to the end of increasing student achievement in the classroom. An action based research project is the central activity for this course. Employed teachers may utilize their own classrooms for this culminating experience [40 clock hours per credit]. Students who complete their degree with this culminating project are not eligible for licensure as a teacher or administrator in Massachusetts nor will they receive the NASDTEC stamp for reciprocity with other states. PREREQUISITE(S): all prior coursework in program and acceptance of research proposal by the director.

EDC479 - Field-Based Research: Moderate Disabilities (6)

Students majoring in one of the above specialty areas may opt for the appropriate field experience which will satisfy the degree requirement for a culminating experience. Candidates will have the opportunity to delve into data collection and analysis, designing program for diverse populations, technology, developing 21st century skills, as examples, and/or other principles learned in their coursework to the end of increasing student achievement in the classroom. An action based research project is the central activity for this course. Employed teachers may utilize their own classrooms for this culminating experience [40 clock hours per credit]. Students who complete their degree with this culminating project are not eligible for licensure as a teacher or administrator in Massachusetts nor will they receive the NASDTEC stamp for reciprocity with other states. PREREQUISITE(S): all prior coursework in program and acceptance of research proposal by the director.

EDC480 - Field-Based Research: Reading (6)

Students majoring in one of the above specialty areas may opt for the appropriate field experience which will satisfy the degree requirement for a culminating experience. Candidates will have the opportunity to delve into data collection and analysis, designing program for diverse populations, technology, developing 21st century skills, as examples, and/or other principles learned in their coursework to the end of increasing student achievement in the classroom. An action based research project is the central activity for this course. Employed teachers may utilize their own classrooms for this culminating experience [40 clock hours per credit]. Students who complete their degree with this culminating project are not eligible for licensure as a teacher or administrator in Massachusetts nor will they receive the NASDTEC stamp for reciprocity with other states. PREREQUISITE(S): all prior coursework in program and acceptance of research proposal by the director.

EDC481 - Field-Based Research: School Administration (6)

Students majoring in one of the above specialty areas may opt for the appropriate field experience which will satisfy the degree requirement for a culminating experience. Candidates will have the opportunity to delve into data collection and analysis, designing program for diverse populations, technology, developing 21st century skills, as examples, and/or other principles learned in their coursework to the end of increasing student achievement in the classroom. An action based research project is the central activity for this course. Employed teachers may utilize their own classrooms for this culminating experience [40 clock hours per credit]. Students who complete their degree with this culminating project are not eligible for licensure as a teacher or administrator in Massachusetts nor will they receive the NASDTEC stamp for reciprocity with other states. PREREQUISITE(S): all prior coursework in program and acceptance of research proposal by the director.

EDC483 - Principles and Practices of Guidance (3)

This is an introductory course designed to acquaint the student with the basics of the need, meaning, and ethics of guidance services. Issues related to school guidance practices, with an overview of the role and function of the school counselor, will be reviewed. Specifically, student scheduling, testing and assessment, career guidance, and college placement will be emphasized. Current trends in the field, as well as general guidance issues, will be explored. Emphasis will be placed on the fact that the guidance counselor serves as part of a collaborative team with a strong focus on consultation. PREREQUISITE(S): None

EDC485 - Advanced Analysis of Reading and Language Arts (3)

Through use of informal and formal assessments, students will learn how to effectively collect, analyze, and interpret data, as well as plan appropriate programs for diverse populations such as special needs students, English language learners and struggling readers. RtI, intervention approaches and progress monitoring strategies are studied in light of scientifically based reading research on effective literacy instructional practices for struggling readers. Training will include methods to evaluate and select the best literacy assessments to diagnose specific reading difficulties and ways to use technology to aid in data collection and analysis. While working on case studies, students will learn how to develop a hypothesis, develop assessment and progress monitoring plans and analyze data. Using Universal Design, students will create an instructional plan which includes a method to determine their students' responses to intervention. PREREQUISITE(S): EDC403 and EDC498 or an equivalent reading course, enrollment in the graduate education program.

EDC486 - Diagnostic Teaching (3)

This course will develop a basis for creating a personal theory of instruction through knowledge of brain functions, cognitive functions, learning styles, and motivation. Skill will be developed in the use of formal and informal measures for diagnosing problems, prescribing learning tasks, and generating corrective means for solving them. Pre-requisites: enrollment in graduate education program

EDC488 - Occupational Information (3)

This course is designed to acquaint the student with vocational counseling practices in the guidance profession. Sources of career information, advantages and disadvantages of each source, and methods of storing and disseminating information will be explored. An understanding of career development assessment and career counseling techniques will be emphasized. Current issues in college planning and school-to-work transition programming will be explored. PREREQUISITES: None

EDC498 - Specialized Practices in Reading (3)

A survey of current research and theories of literacy development will be presented. An in-depth study of scientifically-based instruction related to vocabulary, fluency and comprehension will be presented and the relationship between effective language and writing development and reading will be explored. This course provides the student with knowledge of significant programs and practices for teaching reading and language arts to diverse populations including English language learners, young children, adolescents and students with special needs . Students will gain proficiency in using specific reading strategies through modeling lessons and analyzing student work. Screening and diagnostic assessments will be used to identify specific strengths and weaknesses of struggling, proficient and advanced readers by analyzing and utilizing collected data. 21st Century inquiry approaches will be emphasized when teaching comprehension and writing connections and specific Web 2.0 tools will be recommended to aid remediation. The selection and use of appropriate programs, materials, and technology will be central to addressing the diverse needs in today's classroom. PREREQUISITE(S): EDC403, enrollment in the graduate education program

EDC499 - Case Studies: Reading (3)

This course examines the academic and language needs of English Language Learners (ELLs) in the classroom. Course activities focus on the methods and strategies for effective language development and academic content instruction which incorporate e application of standards-based practices related to Sheltered English Immersion (SEI). A range of supports and adaptations for maximizing language access and participation of ELLs is emphasized. In addition, the review of historical, political and social underpinnings of multicultural education will build knowledge and sensitivity to the culture and language of non-English speaking children, their families and communities. PREREQUISITE(S): prior coursework in education

EDC500 - Sheltered English Immersion (SEI): Content for ELL (3)

This course will provide a comprehensive model for instruction for preparing teachers to work with English language learners, (preK-12) in all classrooms. Using a structured immersion approach (SEI), such as the SIOP Model, students will practice the cycle of assessment, lesson design and implementation of instructional strategies that provide access to grade level content for ELL learners. Students will plan, design and present a model lesson following the SIOP Model. PREREQUISITE(S): prior coursework in education

EDC503 - Professional Seminar II (3)

The individual seeking Professional Teacher Licensure will work as a teacher-researcher in the classroom (school system) with the goal of improving students' subject area learning and achievement based on specific , data and evidence collected in Professional Seminar I. The educator develops a research topic, creates a hypothesis, selects methods and materials for the intervention procedure, and carries out the research plan using a pre-post design. Data collection, control-group comparisons, observation and informal measures are used to analyze the results of the intervention. A formal, written research paper will be submitted documenting all phases of the research process. PREREQUISITE(S): Professional Seminar I

EDC504 - Secondary and Middle School Methods (3)

This course offers an analysis and a practical look at the most effective methods of planning and teaching in a middle and/or secondary classroom. The major emphasis of the course is the development of a subject-area instructional unit appropriate to their teaching situation (urban, suburban or rural) that will include activities and strategies is such areas as cross-curricular, differentiated instruction, cooperative learning, integration of technology and indirect teaching methods. Micro-teaching experiences within the student's discipline area will focus on specific components of lesson planning and lesson presentation in keeping with the Massachusetts Curriculum Frameworks. Field experience is required. PREREQUISITE(S): enrollment in graduate education program, EDC201 or EDC400

EDC506 - Administration of Special Education (3)

This course covers the foundations of special education to include its history, classifications of exceptionalities, and current practices and issues. Emphasis is placed upon the field of knowledge requirements to include rights of persons with disabilities and state and federal legislation. The role of legislation, funding, programs, and technology in special education will be examined. Parent and family involvement, alternative settings for special needs students, and mainstreaming/inclusion will be studied. Educational leadership, special education program management, professional development, and equity in special education will be highlighted. PREREQUISITE(S): Initial Licensure in Special Education, enrollment in graduate program in School Administration, EDC401.

EDC508 - Teaching Mathematics: EC, Elem., Mod. Dis. (3)

Prospective educators will examine theoretical and developmental models of mathematics instruction in order to plan and implement effective instruction based on the diverse cognitive, language, and developmental needs of students. Using technology to access national and local district assessment data, students will analyze and identify areas of need within the mathematics curriculum and engage in instructional decision-making. Demonstrations and micro-teaching will reference the Massachusetts Mathematics Curriculum Framework and the NCTM standards. Field experience is required. PREREQUISITE(S): enrollment in graduate education program, EDC521

EDC509 - Pre-Practicum in Administration (3)

This activity-centered course gives the graduate students in educational administration the opportunity to observe and assist practicing administrators in their roles. Students are individually placed in an educational setting and work with principals and supervisors in a variety of administrative tasks. Minimum 150 clock hours. (15 hours were previously logged in each of the following courses: EDC401, EDC472, EDC475, EDC459, and EDC418.) It is expected that students will complete 75 hours in the field with a supervising practitioner and monitored by a college supervisor during this course. PREREQUISITE(S): all prior course work in program; minimum cumulative grade point average of 3.0, enrolled in graduate, enrollment in graduate program in School Administration.

EDC510 - Staff Development (3)

This course emphasizes the skills and techniques needed to promote educational growth amongst school personnel in a professional learning community. Methods in developing individual staff member's abilities and their focus in a PLC will be examined. The role of the larger school community (parents, community members, business leaders) in a PLC will also be studied. Data collection and analysis as key functions of a PLC will be included in order to promote high student achievement. Pre-requisites: enrollment in graduate program in School Administration. PREREQUISITE(S): enrollment in graduate program in School Administration, EDC401

EDC511 - Practicum in Education (6)

Please see one of the concentrations: EDC511A, EDC511B, EDC511C, EDC511D, EDC511E, EDC511F.

EDC511A - Practicum in Education: Elementary (6)

The practicum requirement for initial licensure in MA for those employed as classroom teachers in the field in which they are seeking licensure. 150-300 full-role hours of teaching under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required. PREREQUISITE(S): successful completion of all prior coursework in program, pre-practicum experiences, passage of all MTELs required for the license, a 3.0 cumulative grade point average, approval of candidate's school district, and approval of AIC's Office of Field Experience. PSY101 is required for Moderate Disabilities; Developmental or Child Psychology is required for Early Childhood.

EDC511B - Practicum in Education: Early Childhood (6)

The practicum requirement for initial licensure in MA for those employed as classroom teachers in the field in which they are seeking licensure. 150-300 full-role hours of teaching under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required. PREREQUISITE(S): successful completion of all prior coursework in program, pre-practicum experiences, passage of all MTELs required for the license, a 3.0 cumulative grade point average, approval of candidate's school district, and approval of AIC's Office of Field Experience. PSY101 is required for Moderate Disabilities; Developmental or Child Psychology is required for Early Childhood.

EDC511C - Practicum in Education: Moderate Disabilities (6)

The practicum requirement for initial licensure in MA for those employed as classroom teachers in the field in which they are seeking licensure. 150-300 full-role hours of teaching under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required. PREREQUISITE(S): successful completion of all prior coursework in program, pre-practicum experiences, passage of all MTELs required for the license, a 3.0 cumulative grade point average, approval of candidate's school district, and approval of AIC's Office of Field Experience. PSY101 is required for Moderate Disabilities; Developmental or Child Psychology is required for Early Childhood.

EDC511D - Practicum in Education: Reading (6)

The practicum for initial licensure as a Reading Specialist in MA for those employed in the field involves 150 hours of teaching under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required. PREREQUISITE(S): a prior initial teaching license, one year experience teaching under that license, successful completion of all prior coursework in program including shadowing a reading specialist, passage of all MTELs required for the license, a 3.0 cumulative grade point average, approval of candidate's school district, and approval of AIC's Office of Field Experience.

EDC511E - Practicum in Education: Secondary (6)

For candidates seeking teacher licensure, this is the 300-hour practicum-equivalent for classroom teachers employed in the field in which they are seeking licensure. A minimum of 150 hours must be logged in the full-role of teaching. There is an application process. Students will be assigned a college supervisor. A portfolio and documentation for the Massachusetts Dept. of Elementary and Secondary Education is required at the conclusion. PREREQUISITES: passage of required coursework for the license, minimum cumulative grade point average of 3.0, minimum of nine semester hours taken at AIC, and passage of all MTELs required for the license.

EDC511F - Practicum in Education: Middle (6)

The practicum requirement for initial licensure in MA for those employed as classroom teachers in the field in which they are seeking licensure. 150-300 full-role hours of teaching under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required. PREREQUISITE(S): successful completion of all prior coursework in program, pre-practicum experiences, passage of all MTELs required for the license, a 3.0 cumulative grade point average, approval of candidate's school district, and approval of AIC's Office of Field Experience. PSY101 is required for Moderate Disabilities; Developmental or Child Psychology is required for Early Childhood.

EDC512 - Teaching Mathematics: Secondary and Middle (3)

This course provides a study of mathematics curricula and various methods for planning instruction and evaluation in the secondary or middle school classroom. A survey of current textbooks, instructional materials, and testing materials will be included. Changes and developments in the area of teaching mathematics will be addressed through current professional literature. Field experience is required. PREREQUISITE(S): Math course work, enrollment in the graduate education program, EDC400.

EDC513 - STEM Education for the 21st Century (3)

Students will analyze and critique current developments in research and theory in Science and Technology/Engineering content and pedagogy, and relate these changes to their population of practice and to broader changes in education. The course will emphasize the Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas published by the National Research Council. Pedagogical strategies, such as discourse, modeling, representation, scientific investigations, and engineering design will be emphasized as means to facilitate students’ conceptual development. PREREQUISITES: None.

EDC514 - School Personnel Management (3)

The course will prepare and discuss the planning and operation of the personnel function in the school system. Emphasis will be placed on practices and issues, system functions and effectiveness, and the development of a working model for dealing with personnel. The course will also provide a focus for individual and group functions in the administration of school personnel and provide theory and content of practices and issues applicable to personnel administration. Open only to students in the Superintendent/Assistant Superintendent track only .Pre-requisites: enrollment in graduate program in School Administration, EDC401

EDC516 - Teaching Reading and Language Arts: EC, Elem., Mod. Dis. (3)

A survey of theories, practices, and techniques of reading instruction for children in grades preK-8. Various methods and materials used in the teaching-learning process will be examined. including the informal diagnosis and assessment of reading skills. The Massachusetts English Language Arts Curriculum Frameworks, as well as related documents for English language learners and guidelines for special education students will be central to developing and presenting reading strategy lessons. Instructional accommodations for diverse learners will explore methods in sheltered English language immersion, special education, gifted and talented enrichment, and compensatory strategies for rural and urban poverty populations. Field work experiences and a diagnostic case-study assignment will integrate all course components. On-line research of the National Reading Panel Report and other professional sources will supplement course learning. Field experience is required. PREREQUISITE(S): enrollment in graduate education program, EDC521.

EDC517 - Theories of Learning Disabilities (3)

This course is designed to familiarize the student with the field of learning disabilities and acquaint graduate students with the various concepts of learning disability and the changing and developing perspectives during the past 20 years. Included will be a review and evaluation of the evidence for the existence of a social learning disability and nonverballearning disabilities. The evidence for a neurological basis of learning disabilities is explored. Definitions and terms are introduced and discussed. Particular emphasis is placed on the concept that a learning disability is not a single entity that will respond to a single remedial strategy, but exists rather as a multi-dimensional phenomenon basically occurring in the context of school-related tasks. PREREQUISITE(S): enrollment in graduate education program, prior coursework in special education

EDC518 - Public School District Leadership (SUPES Academy) (3)

The SUPES Academy provides preparation for leadership at the district level. The program focuses on building an accountable school system, developing the political skills necessary to orchestrate needed changes, developing communication skills needed to engage stakeholders, and use of data and information technology in district leadership. Students will focus on their own development as transformational leaders, while also addressing key topics and issues, such as ELL, Labor, Law, Academics, Operations, School Choice and Special Education. This course is intended for professional development through the SUPES Academy. PREREQUISITES: None.

EDC519 - Literacy for Student Achievement: Reading In the Content (3)

The objective of this course will be to focus on the foundations of content literacy and the literacy design principles as they impact teaching practices and student learning. Participants will familiarize themselves with literacy practices which connect to the Massachusetts Curriculum Frameworks. Participants will explore, analyze, and discuss literacy practices through a series of readings and written responses and observe model lessons taught in major content areas. Participants will interact as learners as they work together in a small group format to plan units and lessons. Participants will use literacy practices in connection with the local school district lesson development materials provided to guide and deepen their knowledge of the district curricula and to improve teacher effectiveness and student achievement.

EDC520 - Reading & Communication in the Middle and Secondary Schools (3)

This course addresses the developmental reading and language needs of the middle and high school student in the content area classroom spanning from "learning to read" to "reading to learn." The strategic use of multiple texts, including 21st century technology literacies, will be presented using micro-teaching lessons to demonstrate effective practice. Using technology to access national and local assessment data, students will analyze and identify areas of need within the English language arts and their intended subject area to guide instructional decision-making. Instructional accommodations for diverse learners will explore methods in sheltered English language immersion, special education, gifted and talented enrichment, and compensatory strategies for rural and urban poverty populations. Field work experiences and a diagnostic case-study assignment will integrate all course components. On-line research of the National Reading Panel Report and other professional sources will be integral to course learning. Field experience is required. PREREQUISITE(S): enrollment in graduate education program, EDC521

EDC521 - Introduction to Special Education (3)

The purpose of this course is to investigate developmental factors and influences that impact child growth and learning for the special needs child. The course will provide students with the necessary knowledge and skills to identify those children who have special needs and study the ways and means that may be used to aid these children. Students will explore current early identification strategies and techniques as well as Response To Intervention (RTI) procedures used to facilitate struggling learners in the educational setting. State regulations (Chapt. 766) and Federal requirements (IDEA) will be covered in depth, as well as information about services provided and/or available to students by other agencies. An analysis of local/district/state data will be included. Students will acquire knowledge of how to use technology and assistive technology with special needs students and its curriculum implications. This includes Autism and Attention Deficit Disorder (w/wo hyperactivity). Course participants will gain an understanding of the educational problems which mild, moderated or severe handicaps imposes on a special needs child or youth and how this applies to the preparation and implementation of the Individual Educational Plan (IEP). PREREQUISITE(S): enrollment in graduate education program.

EDC523 - Child and Adolescent Development (3)

This course is designed to give the students general knowledge of the typical course of development in children and adolescents in the major areas: physical, cognitive, and social-emotional. The ages from 3 t0 21 will be the focus of the information provided in this course since teachers, school counselors, and school psychologists work within this age group primarily. The relative contribution of heredity and environment are considered when describing and explaining behavior. Specific focus is on the impact of early childhood education, poverty, abuse, and technology on development as well as on the educational process. Cultural, English language learning and socioeconomic factors are also addressed within the context of contemporary times.

EDC532 - Short Bridge Course for Sheltered English Instruction (1)

Like the SEI Teacher Endorsemtn course, the Short Bridge Endorsement Course focuses on current theories and evidence-based instructional practices related to the teaching of ELLs. This course is designed to promote continuous improvement in educator practice and to build teachers' confidence and familiarity with research-proven practices for working with ELLs. Throughout the course, teachers have opportunities to practice effective, research-based strategies, to analyze their practice, to provide and receive feedback, and to reflect on their experiences. Though this cycle of reflective practice, teachers build on the skills, knowledge, and dispositions necessary for the education of English learners that they gained in the Category trainings. Assignments are designed to reinforce key concepts and practices. As participants proceed through the course, assignments will include a paper drawing on classroom data and information, classroom tryouts of modeled strategies which teachers will assess using a tool provided for the purpose; and the developement, implementation, and presentation of instructional segments. Throughout, participants will be asked to reflect upon the impact of the course material and activities on their practice.

EDC533 - Long Bridge Course for Sheltered English Instruction (2)

The purpose of this course is to prepare the Commonwealth's teachers with the knowledge and skills to effectively shelter their content instruction so that our growing population of English language learners (ELLs) can access curriculum, achieve academic success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy.

EDC541 - Multicultural Communications for Educators (3)

An introduction to basic issues of intercultural communication, with emphasis on their applicability to educators. Topics include: Communication and Intercultural Competence, Cultural Differences in Communication, Coding Intercultural Communication and Communicating in Intercultural Relationships. Relationships with students, parents and community stakeholders, as well as implications for learning and teaching expectations as they relate to cultural background will be explored.

EDC545 - Teaching Language Arts and the Writing Process (3)

This course prepares students to plan specific practical strategies for challenging and extending student writing, spelling, and grammar usage, grades K-12. Students will be training in utilizing data from writing assessments in order to better plan instruction for diverse learners and for promoting 21'st Century critical thinking and research skills when reading and writing. Specific consideration will be paid to instructional methods that are effective for English language learners including use of technology and Web 2.O tools. The relationship between reading, language and writing skill development will be studied across grade levels. Universal Design will be utilized when planning instruction for a case study student. Effective approaches for standards-based writing instruction will be studied. Students will be encouraged to use specific web-resources to expand their knowledge of the needs of writers from all grade levels and to use technological resources to motivate student writers. PREREQUISITE(S): EDC403 and EDC498.

EDC546 - Education Seminar (3)

The seminar sequence is arranged across the culminating semester to integrate specific topics and competencies with the teaching experience. Various areas of study will include health, media and technology, education of diverse populations (including ELL), data collection and analysis, development and implementation of IEPs, and legal issues. There will also be opportunities for peer mentoring. Students will generate products for inclusion in their portfolios by extending seminar concepts into classroom applications. Two research papers and a powerpoint presentation are required. PREREQUISITE(S): all prior course work in graduate education program.

EDC547 - Teaching Children's and Adolescent Literature (3)

This course involves a general study of the field of literature for children and adolescents, grades K-12, in addition to promoting students' love of reading. Research theory related to engaging struggling or reluctant readers and increasing accessibility to literature for English language learners will be reviewed and applied while working on projects. Critical criteria for selection of picture books, multi-cultural literature and books from different genres will be studied. Texts will be discussed in terms of genre, literary elements, author's craft, cultural themes and integration into the curriculum. Foundational knowledge from EDC498 and EDC545 related to English language learners, struggling readers and writers, comprehension, vocabulary, and using assessment data to determine reading level will be applied when discussing all topics. Emphasis will be placed on the integration of pairing expository texts with fiction and embedding instruction in reading comprehension strategies, while exploring literature. Multi-cultural curriculum projects will require students to use Universal Design and to synthesize knowledge gained in current and prior courses. 21'st Century inquiry and technological skills will be employed while utilizing website and Web 2.0 tools to deepen K-12 students' engagement with text. PREREQUISITE(S): EDC498, EDC545, and enrollment in the graduate education program

EDC550 - Seminar in Learning Disabilities (3)

A seminar course covering current trends in the research literature. Essentially, 'what's happening now' in the field of learning disabilities. Presentations by students on individual topics will be covered in-depth. PREREQUISITE(S): EDC321 or EDC521

EDC551 - Introduction to Learning Disabilities (3)

This course is a survey of the general field of learning disabilities. It will include current theories, definitions, and exclusions in the diagnosis and treatment of learning disabilities. In-depth studies of the various constructs proposed by leaders in the field will be pursued. PREREQUISITE(S): EDC321 or EDC521

EDC554 - Classroom Assessment (3)

This course will examine the substantial variety of student-centered evaluation practices and their importance in instructional planning for diverse student populations. Beyond the consideration of various standardized measures and traditional classroom testing and grading techniques, students will study 21st century assessment practices such as performance-based assessment, formative assessment strategies, open-ended questions, portfolios, and affective assessment, all of which emphasize higher-order critical thinking. The development of checklists, rubrics, and other methods of data collection will be emphasized. This technology-intensive course requires a unit plan created according to the principles of backwards design. PREREQUISITE(S): enrollment in graduate education program, prior education coursework, fluency with instructional technology, and experience in constructing Instructional Lesson Plans.

EDC560 - Half Practicum (3)

A three-credit (150-hour) half-practicum for students who have completed one practicum experience in classroom teaching or in administration and are seeking a second license. The course may be taken multiple times as needed.

EDC565 - Speech and Language Development (3)

This course will survey the research on how language skills relate to each of the components of reading and to the writing process, 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 remedial 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 21'st 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 reading remediation due to language difficulties that relate to literacy. PREREQUISITE(S): EDC403 and enrollment in graduate education program

EDC595 - Assessment and Curriculum for Early Childhood (3)

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 their 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. PREREQUISITE(S): enrollment in graduate education program, prior education coursework in the program, a course in Developmental or Child Psychology

EDC601 - Introduction to School Leadership and Management for the 21st Century (3)

The course is designed to provide the student with an introduction to the perspectives of elementary/middle/secondary school and central office administration and management, as well as historical and current theories and practices in the field. Readings, case studies, on-site visitations, analysis of current legislative reform and situational discourse are part of the course activities. State Curriculum Frameworks will be reviewed in light of Curriculum, Instruction and Assessment in a Learning Community. Coursework will reflect upon the Professional Standards for Administrators which are embedded in the course expectations and will be demonstrated in the pre-practicum/practicum experiences. The school administrator has many roles within the school community and the community at large. The person holding this position is expected to be knowledgeable about curriculum, instruction, and assessment, to be a leader with vision and the skills to work collaboratively with many different constituencies. In addition to those rigorous expectations, the administrator must successfully manage the day-to day operations of the building. School administrators must be knowledgeable about current legislative changes including the Education Reform Act of 1993 (MA); the federal ESEA / No Child Left Behind Law, 2001; Closing the Achievement Gap, (MA) 2010; Race To The Top Initiative. Significant elements of the pre-practicum experience will be infused throughout the course. Students will use readings, review of research, data collected from the field, case studies, class discussions, and personal reflections to analyze the work of the school administrator. The final project for the course will integrate the knowledge and skills acquired through EDC 601, Introduction to School Administration and Management for the 21st Century. This course requires 25 hours of Field Based/Pre-Practicum Experience through Observing and Assisting an administrator in his/her daily tasks up through the development of the Data Analysis Project.

EDC602 - Practical Applications in Planning for School Leaders (3)

This course will expand upon the learning and applications that took place in EDC601 – Introduction to School Administration and Management. The candidates will be able to utilize research skills and technology to gather data, analyze data and draw conclusions using the data to understand and solve educational issues. This will be the first phase of the seminar. The students will then apply the knowledge gained in the collection of data from EDC601 to the work in this course for the development of an Entry Plan. The candidates will present their work to a target audience role played by the classmates. In this seminar fifty hours are embedded during which the candidates will be able to utilize their skills as a developing administrator to write an Entry Plan.

EDC612 - Educational Organizations, Leadership & Instutional Change Process (4)

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. Students 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 regards to leadership and ways in which the educational leader can facilitate meaningful change. This course specifically addresses Standard 1. Instructional Leadership and Standard 4. Professional Culture.

EDC618 - Leadership for Professional Development (4)

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.

EDC620 - Leadership for Professional Development (3)

Description pending.

EDC624 - Curriculum Design, Development, Implementation & Evaluation (4)

In an era of standards-based instruction, administrators must have a sound working knowledge of the principles of curriculum design, development, and implementation. Administrators must make important decisions regarding the content of curriculum, the selection of appropriate instructional materials, and the modification of teaching strategies to accommodate the needs of ALL learners. Educational Leaders must also be skilled in the ability to disseminate that information to the stakeholders in the educational community. This course will examine curriculum content, models of design, development, and implementation. Students will critically evaluate existing curricula and develop recommendations that respond to contemporary educational needs, new developments in knowledge and information, and new trends in teaching and learning. Significant elements of the Practicum experience will be infused throughout the course.

EDC630 - Supervision and Evaluation of Instruction (4)

Principles and practices utilized in the supervision of educational personnel and programs as defined by both traditional and current supervisory practices will be examined in this course. The impact of the Massachusetts Education Reform Act of 1993, the No Child Left Behind Act of 2001 and the Massachusetts Department of Elementary and Secondary Education Standards and Indicators for the Evaluation of Teachers and Administrators will be studied as part of institutional reform. Multiple approaches to classroom observations and evaluations that are both informative and instructive will be central to the course. Model supervision and evaluation district programs, consistent with state guidelines, will be reviewed. Attention will also focus on action plans developed by schools and school districts to address the achievement gap existing between and among high need student groups in the schools particularly gaps affecting SEI/ELL students, and other student subgroups. Educator improvement plans to address the effectiveness of teachers whose performance is less than satisfactory according to state and contractual guidelines will also be considered in depth. The Massachusetts Department of Elementary and Secondary Education's five step continuous learning process will also be studied by class members.

EDC635 - School Personnel Management (4)

The course will prepare for the planning and operation of the personnel functions in a school district. Emphasis will be placed on practices and issues, system operations and effectiveness, and knowledge of the different aspects of the human resource system. This course will focus for individual and group functions in the administration of school personnel and provide theory and content of practices and issues applicable to personnel administration.

EDC645 - Legal Issues for School Leaders (3)

The study and analysis of school law will be undertaken 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 and impact on schools and districts. Emphasis will be placed on Massachusetts State Law. Local policy development and implementation will also be reviewed. Precedent-setting federal and state court cases will be studied including their philosophical underpinnings and their implications for a framework for administrative decision making. Technology will be used to research a variety of case law.

EDC655 - Financial and Asset Management for School Leaders (3)

The economics of education with regard to budget and finance at all levels of a school district will be studied. The focus will include revenue sources, state and federal school aid, budget preparation, use of technology in the budget process, school building construction and alternative funding. Use of data to support budgets and budget requests will be examined. This course is designed for future superintendents/assistant superintendents and principals/assistant principals. It provides administrators with the tools they need to carry out fiscal policy in the public school system.

EDC665 - Administration of Special Education (4)

The essential question to be answered in this course is: What are the skills and knowledge required to be an effective Administrator of Special Education? This course is for prospective administrators of Special Education. Students will gain knowledge of state and federal legislation, budget development, programs and services, and technology related to special education. Parents and family involvement, educational leadership, special education program management, professional development, and equity in special education will be highlighted.

EDC690 - Seminar: Contemporary Issues for the Superintendency (1)

This course will provide in–depth learning in a seminar format utilizing presentations, videos and experts in the field to enhance and advance the learning that has taken place through the coursework. This seminar will drill down into those issues that face the Superintendent in his or her daily work. The candidate will be able to undertake the position of Superintendent of Schools with a realistic idea of the expectations before them. This course will cover the myriad of legal, ethical and mandated regulations and will include: Facilities and Planning (working with the MSBA), The Politics of the Superintendency (Local, State and Federal Issues), Effective Communication with a variety of groups, Public Relations, Media Relations, Collective Bargaining, Strategic Thinking and Planning and Balancing a Professional and Personal Life. All topics will look at the range of conditions that can be dealt with in a variety of settings such as Urban, Suburban and Rural School districts.

EDC701 - Action Research in the Schools (3)

This course serves as an introduction to the process of action research, as well as to the PDARP program. Students will review the major techniques and paradigms in social science research, particularly as applied within education. Legal and ethical issues will be addressed, including those related to intellectual property and human subjects research. Examples of various types of research will be analyzed. Particular attention will be given to action research as presented and published. The application of research results and conclusions to the improvement of classroom practice will be addressed. An introduction to statistical analysis will be provided.

EDC702 - Advanced Research with Technological Enhancement (3)

This course explores in more detail the research paradigms used in education research, with a focus on those most useful in action research. Students will develop hypothetical research protocols for several types of studies. They will also review the technological support for research and its dissemination, including the use of statistical software, rich media and submitting to on-line journals.

EDC703 - Contemporary Issues in Education (3)

This course is focused upon the development of a research problem and the completion of a literature search. Current issues in education will provide the context for individual projects that link important questions with professional practice. The course products will be a research question and a literature review; these products will provide the foundation for the rest of the program.

EDC704 - Action Research Data Collection and Analysis (3)

Students in this course work with the support of research advisors to develop a research plan for their action project, based on the products of EDC703. Students will secure the necessary permissions (including that of an IRB, if applicable), collect the data, and analyze the data according to the plan.

EDC705 - Action Research Product (3)

With the ongoing support of the research advisor, students will write a formal paper, in the form of a professional journal article, describing the project and reporting the results and conclusions, along with the implications for classroom practice. They will also prepare a presentation for a Professional Development Academy, and a separate document in which they focus on the potential impact on the home/school system as the insights and information gained from the project are fed back into the system.

EDC710 - Seminar: Contemporary Issues for the Superintendency (3)

This course will provide in-depth learning in a seminar format utilizing presentations, videos and experts in the field to enhance and advance the learning that has taken place through the coursework. The candidate will be able to undertake the position with a realistic idea of the expectations before them.

EDC720 - The Practicum Experience: Supt. track (3)

This activity is the culminating requirement for candidates seeking licensure as a School Administrator or Director. Students engage in a 300-hour activity in the schools, working with a principal or director in the level and role appropriate for their specialization area. Supervision is provided by college faculty during this activity. PREREQUISITE(S): All prior course work in program, completion of pre-practicum hours, passage of Communication and Literacy MTELs, approval of candidate’s school district, approval of AIC's Office of Field Experience, and cumulative grade point average of 3.0