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Graduate Programs in Education
Master of Education (MEd.) 323 Master of Education (MEd.)
ELEMENTARY INITIAL LICENSURE CONCENTRATION RESEARCH CONCENTRATION
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Sister Karen Hokanson, SNDdeN, Ed.D. Chair
PROGRAM DESIGN
The Master of Education is for educators or career changers who are working toward an Initial License. The 36-credit program is designed to meet the requirements issued by the Massachusetts Department of Elementary and Secondary Education for the elementary level (grades 1-6). Courses are seven weeks, conducted throughout the calendar year, and offered in face-to-face and hybrid formats.
REQUIREMENTS
EDUC5018 Behavior Management EDUC5115 Documenting and Assessing Student Learning EDUC5200 Complexities of Urban Education EDUC5207 Learning, Teaching / Curriculum Development EDUC5318 Educating Diverse Students EDUC5625 The School as Community Three electives from one of the areas below:
Research The Research electives focuses on the teach in and learning processes in educational contexts where students customize their educational research to meettheir career goals.
EDUC5128 Critical Inquiry into Teaching and Learning EDUC5307 Research in Content Area I EDUC5308 Research Capstone
Instructional Technology *
The IT electives provides content to meet the requirements for an add-on license as an Instructional Technology Specialist Teacher through DESE competency review.
EDUC5903 Instructional Design Principles and Practices
EDUC5905 Educational Technology and Media
EDUC5907 Instructional Design Capstone
Moderate Disabilities* Moderate Disability electives focus on advanced pedagogy, assessment, and current curriculum strategies in working with students with exceptionalities.
EDUC5018 Behavior Management EDUC5750 Teaching Students with Disabilities for General Education Professionals EDUC5762 Moderate Disabilities Internship and Seminar
English Language Learners* ELL focuses on the current foundational and pedagogical strategies needed to effectively serve those who are learning English as a second language.
EDUC5202 Literacy (Focus: Reading / Writing) EDUC5418 Literacy and Language Development for English Learners EDUC5581 ELS Internship and Seminar
*M.Ed. Candidates who possess an initial license can complete courses which lead to an add-on license. Emmanuel’s licensure officers review course work and submit a Verification of Internship Completion to support the candidate’s application for the add-on license. Graduate and Professional Programs Graduate Programs for
LICENSURE CONCENTRATION
The licensure concentration prepares qualified candidates with the pedagogical skills foe endorsements in initial license in elementary or secondary education. Massachusetts participates with every state through the National Association of State Directors of Teacer Education and Certification (NASDTEC) Interstate Agreement to accept candidates’ state approved educator preparation program.
Areas of Licensure for Elementary: Elementary Education, Grades 1-6
EDUC5202 Literacy (Focus: Reading/Writing) EDUC5206 Explorations in Mathematics (Focus: Science Technology Engineering, Mathematics)
Elective Courses
EDUC5178 Directed Research
EDUC5762 Moderate Disabilities Practicum and Seminar
LEARNING GOALS AND OUTCOMES
The program of study in elementary and secondary education is designed to develop students’ abilities in the seven performance areas required for initial licensure in elementary and secondary teaching in the state of Massachusetts. Upon completion of the elementary or secondary education programs at Emmanuel, students will be able to: • Create safe and well-managed learning environments which promote equity and collaboration among heterogeneous learners and nurture development across the cognitive, emotional and social domains. • Plan learning experiences which involve learners as sense-makers and promote deep understanding of disciplinary ideas by engaging learners in active
exploration of real-world problems, projects, materials, and challenges, and examining student work products to make assessments of learning and teaching. • Utilize a broad range of instructional practices, reflective of the ways of knowing in the disciplines they teach, to ensure that all learners regardless of differences in readiness, background, learning style, culture or language competency have opportunities to learn through access to a rich curriculum. • Build positive relationships with families and engage in regular, two-way, culturally proficient communication with families about students and their learning, and build into the curriculum materials the richness of the cultures and heritage of the students they teach. • Develop curricula which deepens learners’ appreciation for American civic culture, its underlying ideals, founding principles and political institutions and which actualizes learners’ capacities to participate and lead in their communities, both locally and globally. • Advance issues of social justice within the classroom, school and community. • Contribute to the knowledge base about learning, teaching and assessment and participate in a culture of reflective practice and inquiry.
CAPSTONE EXPERIENCE
The Master of Education program culminates with a capstone experience.
EDUC5467 Student Teaching Practicum and Seminar EDUC4308 Research in Content Capstone EDUC5907 Instructional Design: Capstone Experience
LICENSURE CONCENTRATION
Candidates must pass the following Massachusetts Tests for Educator Licensure (MTEL) prior to formal acceptance into the student teaching practicum: Elementary candidates: • Communication and Literacy (01) • General Curriculum—multi-subject and math subtests (03) • Foundations of Reading (90)
Emmanuel College’s Graduate Certificate in Instructional Technology Program is an online, three-courses graduate offering that prepares teachers with the skills needed to support technological advancement training in the classroom and beyond.
Emmanuel’s program combines a personalized, mentor-guided, relevant education with real-world experience. The program’s focus one-on-one mentorship and practical experience sets it apart from other Instructional Design Programs. Upon completion of the program, students will have a strong understanding of instructional systems, design principles, learning practices, and posses a robust portfolio of online and multimedia material.
REQUIREMENTS:
EDUC5903 Instructional Design Principles & Practices EDUC5905 Educational Technology and Media EDUC5907 Instructional Design Capstone
Emmanuel’s sheltered English immersion certificate program gives educators the knowledge and skills they need to help students at all levels of English proficiency. Coursework prepares educators to effectively shelter their content instruction, which allows English language learners (ELLs) to access the curriculum and succeed in the classroom.
Students who complete Emmanuel’s sheltered English immersion certificate program will be eligible for the state’s SEI Teach Endorsement.
(Note: This program is not a requirement for earning a Master of Education degree at Emmanuel College.)
REQUIREMENTS:
EDUC5300 Sheltered English Instruction: Teaching English Language Learners
GRADUATE CERTIFICATE IN MODERATE DISABILITIES
The three-course program provides licensed educators with content in strategies for teaching students with disabilities and diverse learning styles.
The courses and seminar meet the following competencies for an add-on Moderate Disabilities license: • Educational terminology for students with mild to moderate disabilities; • Preparation, implementation, and evaluation of Individualized Education
Plans (IEPs); • Design or modification of curriculum, instructional materials, and general Graduate and Professional Programs Graduate Programs for
education classroom environments for students with moderate disabilities; • Federal and state laws and regulations pertaining to special education; • Coverage of Knowledge of services provided by other agencies; • Ways to prepare and maintain students with disabilities for general education classrooms; • Instruction on the appropriate use of augmentative and alternative communication and other assistive technologies.
REQUIREMENTS:
EDUC5018 Behavior Management EDUC5750 Teaching Students with Disabilities for General Education Professionals EDUC5762 Moderate Disabilities Practicum/ Seminar
PROFESSIONAL DEVELOPMENT PROGRAMS FOR EDUCATORS
Carolyn A. Lynch Institute The Education Department develops and offers workshops through the Carolyn A. Lynch Institute for teachers in response to identified needs. Professional Development Points are provided for attendance at workshops for the purpose of meeting Massachusetts Department of Elementary and Secondary Education requirements for recertification.
COURSE DESCRIPTIONS
*Unless otherwise noted, all courses are 3 credits.
EDUC5018 Behavior Management This course examines the theoretical and practical issues that teachers must address as they promote positive behavior management in an inclusive classroom. Topics to be studies include: the definitions of behavior and inclusion; the legal foundations regarding behavior management; best practices to promote student engagement and positive behavior; cultural diversity in an inclusive classroom; the IEP process; FBAs and BIPs; strategies to respond to and intervene with challenging behavior; and social skill development.
EDUC5115 Documenting and Assessing Student Learning Students examine a variety of standardized measurement and assessment techniques with specific emphasis on test construction, appropriate selection, administration, interpretation and use of results to modify instructional strategies. Through observations, demonstrations, models and class exercises students gain skills in constructing their own measurement instruments as well as in using alternative forms of assessment such as portfolios, performance based instruction. Current issues regarding state and national testing are also discussed.
EDUC5178 Directed Study This course provides a foundation within which students gain an understanding and appreciation of research in their content field. The historical and philosophical underpinning of the subject field will be examined and critiqued. An individualized syllabus will be developed along with current educational literature.
EDUC5200 Complexities of Urban Education This course explores the ways in which schools are influenced by the urban environment and how educators can respond. Readings explore the complexities of public schooling in general and of urban public schooling in particular. Students examine how changes in state and federal policies have affected the character of urban schools; and analyze the ways in which urban schools are affected by demographic changes brought about by suburbanization,
migration and immigration. Throughout the course, the schools in Boston will be used as a case study for the purpose of grounding the analysis.
EDUC5202 Literacy (Focus: Reading / Writing) This course examines current theory and practice in the instruction of literacy for diverse populations of students at the elementary grade level. Students become familiar with research-based strategies and techniques for the instruction of reading, writing and oral language development. Students become knowledgeable about the standards for literacy in the Massachusetts English Language Arts Framework, and become familiar with a wide range of children’s literature, instructional materials and assessments, as well as the processes of assessing, planning and implementing instruction to address a broad range of student abilities and needs.
EDUC5206 Explorations in Mathematics (Focus: Science Technology Engineering Mathematics) The course develops the knowledge, skills and dispositions to introduce the practices and habits of mind characteristic of scientific inquiry and the engineering design process into the elementary classroom. The course meets standards for teacher preparation articulated by the Massachusetts curriculum frameworks and the National Science Education Standards. Topics include children’s ideas in science, the nature of children’s science learning and the implications for teaching. Pre-practicum experience is required
EDUC5207 Learning, Teaching /Curriculum Development This course provides students with the background and practical skills necessary for successful curriculum planning for grades 1-12. Students will examine closely the Massachusetts Curriculum Frameworks and develop lesson plans that the standards in a variety of content areas and grade levels. In addition to incorporating significant use of technology in their instructional methods, students will identify strategies for differentiating instruction for all learning styles and accommodating various exceptionalities found in inclusive classroom settings. Finally, this course seeks to develop skills in planning curriculum and instruction, managing classroom climate and operation, promoting equity, and meeting professional responsibilities and standards for teachers as required by the Massachusetts Department of Elementary and Secondary Education.
EDUC5210 The Politics of Education Policy: Developing Agency Education is a fundamental tenet of American society. In fact, the right to a sound education is enshrined in many state constitutions. Yet, debate over how best to affect a quality and effective educational system has pervaded American politics and society since the country’s founding. This debate has involved the equitable funding and distribution of resources, assessment, issues of race, gender, and socioeconomic class, teaching standards and qualifications, and curriculum on the K-12 level, as well as in colleges and universities. This course explores the debate surrounding educational policy in the American political system. Politics is often about conflict over values and resources. Education policy embodies this conflict quite clearly. We will assess the social, cultural, and political factors influencing the crafting, implementation, and assessment of education policy in the United States. This course is designed for students pursuing their M.Ed.
EDUC5218 Critical Inquiry into Learning and Teaching This introductory course orientates students
in the research concentration which focuses on the teaching and learning processes in education. Students gain knowledge and expertise
EDUC5300 Sheltered English Instruction: Teaching English Language Learners 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 the 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. The course carries a field experience designed to give students direct experience engaging with English language learners. (K-12) Includes pre-practicum component
EDUC5307 Research in Content Area I This course provide a foundation within which students gain an understanding and appreciation of research in their content fields. The historical and philosophical underpinnings of the field are examined and critiqued. Students gain practice in the work of researching and writing for publication as well as deepen their own understanding of the specifics of the content of their field.
EDUC5308 Research in Content Area II An in-depth action research project on the individual’s field will be examined and demonstrated. The student will be expected to complete a literature review and comprehensive research paper or project on the research project developed in EDUC5307. Students continue to develop skills of researching and writing and broaden their knowledge base.
EDUC5318 Educating Diverse Students This course is designed to develop leaders who are equipped to address challenges to educational equity that are rooted in U.S. history and prevalent in the contemporary field of education. The course will use case studies to examine and respond to these issues of unequal access with attention to their historical and contemporary causes. Upon the completion of the course, students will be able to analyze and address these issues on the macro and micro levels and use an array of resources to inform particular challenges of educational practice. The final assignment will be a capstone project in which students will identify an issue and create an initiative to achieve equity. Previously approved as an undergraduate course, this course will add graduate requirements (reflected in the attached course outline). These consist of: 1) additional readings for each course session, 2) additional research for capstone project resulting in an extensive research paper on the chosen issue. This additional research will include at least one live interview with a contemporary practitioner.
EDUC5401 Child and Adolescent Development This course offers a comprehensive view of research and theories dealing with the development of individuals from birth through adolescence. Students wil focus on the stages of cognitive, emotional, intellectual, moral, physical, and social development of the first two decades of life. Using clear understanding of relevant research and theories, students will explore strategies for applying this knowledge to instructional practices as they relate directly to student performance. Finally, students will identify atypical characteristics and instructional implications for recognizing and accommodating the exceptional child.
EDUC5418 Literacy and language Development for English Learners The purpose of this course is to prepare teacher candidates with the knowledge and
skills to effectively and explicitly support the English literacy and language development of English learners (ELs) in grades preK12. Students will examine the structure of language and language subsystems, read seminal and current research on L1 and L2 language acquisition, analyze and evaluate best practices for teaching and assessing ELs across the language domains, and consider the sociocultural factors that play a role in ELs’ education in US schools. This course is supported by EDUC5518which is the seminar and 150-hour practicum in an ESL classroom. EDUC 5300 is a prerequisite for this course as it will expand on and further develop the skills and understandings introduced in that course.
EDUC5467 Student Teaching Practicum and Seminar This supervised field experience of no fewer than 300 hours promotes candidates’ knowledge of and competency in utilizing instructional practices specific to teaching in the discipline areas and/or grade levels. Candidates develop the content knowledge and pedagogical skills to build classroom communities, which nurture learners’ positive socio-emotional development and promote collaboration and equity among heterogeneous learners. A standards-based professional portfolio is required. Includes a bi-weekly seminar. Prerequisites: Successful of all MTELs for licensure area.
EDUC5581 ESL Internship and Seminar A 150 hour practicum experience in an ESL classroom under the direction of a licensed ESL teacher a college program supervisor. The practicum is designed for students who have taken, or are enrolled in EDUC5418: Literacy and Language Development for English Learners. After the completion of the course and the practicum, students may seek an additional license in English as a Second language instruction. Prerequisites: EDUC5418
EDUC5625 The School as Community The primary goal of this course is to provide students with an understanding of the classroom management knowledge base and a framework for developing a personal management model that centers on concern for each individual student in the classroom. The development of such a model requires an understanding of the growing knowledge base and research. This course offers alternatives to traditional practices of classroom management.
EDUC570 Technology in Education This course assists educators to become technologically proficient using current and emergent technologies. Topics covered encompass aspects of technology planning, online learning, learning webs, program evaluation as well as social issues relating to technology integration and change. Participants learn the roles and responsibilities of various technology leaders and utilize an array of technology applications to enhance classroom instructions, motivate learners, and connect home and school. This course is taught in a hybrid format.
EDUC5762 Moderate Disabilities Internship and Seminar This supervised field experience builds on the competencies developed in EDUC5467 and promotes candidates’ content knowledge and pedagogical skills to reach and teach diverse student populations. Candidates demonstrate competency in engaging diverse student populations, including English language learners and students with moderate learning disabilities. A standards-based professional portfolio is required. Includes a bi-weekly seminar. Prerequisite: Passing score on all required MTELs for the licensure area and successful completion of student teaching practicum.
EDUC5903 Instructional Design Principles & Practices As an instructional designer, you may find yourself working in web design, publishing, education, human resources, government, and more. It is an exciting field in which designers draw on learning theories and frameworks, analytical and project management skills, as well as creativity and flexibility.
EDUC5905 Educational Technology and Media A broad understanding of media and technology is crucial for today’s Instructional Designer. Whether it’s working with an LMS, designing for mobile learning, or creating visually-engaging graphics, IDs need to be comfortable using a variety of technologies and media. Perhaps more importantly, IDs must develop strategies for staying current with new technologies and efficiently assessing their pedagogical affordances. Students in this course will learn about various instructional multimedia and the technologies used to create and facilitate learning. Students will compare and evaluate various technologies for relevance and effectiveness and will leave the course with the ability to apply principles of universal design to a final project.
EDUC5907 Instructional Design Capstone The purpose of this course is to provide experiential learning of how to effectively apply theoretical principles and best practices in online course design. Students gain practical experience through completing a Capstone instructional design project that they can add to their professional portfolio. In this final course, participants build on the knowledge and skills acquired in the previous courses in order to examine the pedagogical implications of online instruction and explore the various technologies available to create and deliver effective online learning. Students will demonstrate their understanding of how to bring together technology and pedagogy when they share their project development in class. They will develop responses to the challenges that course design presents: from working with subject matter experts to finding ways to create meaningful peer interactions. Students will explore and critique various models of online and web-enhanced course design and instruction.
