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Core Education Courses

NOTE:
The number in parentheses following the course title indicates the semester hours of credit assigned to the course. An H following the course number indicates an honors-level course.

This course introduces students to education in the contemporary context, with specific attention given to the history of education and the ways that schools and teaching have changed over time; laws governing the education of all students, including special education; the rapidly increasing diversity of students in schools today; the expanding uses of technology; current challenges in education, including closing the achievement gap and meeting the needs of all students; and what it means to enter the teaching profession today. This course provides students an essential foundation for all future classes in education. Education majors will begin the process of creating a professional portfolio. Taken by all education majors.

This course provides an introduction to special education and exceptionalities as defined in federal and state laws and regulations. Students will develop an understanding of the needs of students with disabilities, and how to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum, consistent with NYS requirements for general and special education teachers. Students will learn the historical perspective, definitions, etiology, characteristics, needs, and service delivery systems within each area of exceptionality; the nature and requirements of Individual Education Plans (IEPs); and the ways that the NYS Common Core Learning Standards are addressed for students with disabilities. To be taken concurrently with TEDU 1950 OPE. Taken by all education majors.

This course provides an integrated introduction to the processes by which teachers develop curriculum, plan and deliver instruction, and assess student learning in inclusive classroom settings. Students will learn to create lesson and unit plans, identify and use a variety of teaching strategies, monitor and adjust during instruction, and conduct informal and formal assessments. Students will learn multiple ways to use technology to enhance teaching and learning. Students will also learn the importance of adapting instruction to meet students’ learning differences and aligning instruction with the NYS Common Core Learning Standards. To be taken after or concurrently with TEDU 1850 and TEDU 1950. Taken by all Early Childhood/Special Education, Childhood/Special Education, and Adolescence Education majors.

This course focuses on beginning language users and emergent literacy. It will examine the theories and stages of oral language acquisition, the development of emergent readers and writers, and the developmentally appropriate instructional methods and materials which are used in early childhood and elementary grade classes. Students will be expected to plan lessons based on what is learned in class and from the assigned readings. To be taken after or concurrently with TEDU 2350. Taken by all Early Childhood/Special Education and Childhood/Special Education majors.

This is the second in a two course sequence designed to help students develop and apply the knowledge, skills, and dispositions necessary to integrate the tools of assessment and curriculum to maximize student learning outcomes through effective instruction for all learners. The course will explore and extend students’ understanding of a variety of concepts, practices, and principles related to the alignment of curriculum development, instruction, and assessment as a cyclical and integrated approach to effective teaching. Prerequisite: TEDU 2350. Taken by all Early Childhood/Special Education and Childhood/Special Education majors.

This course focuses on developing an understanding of the reading and writing continuum and learning the best practices for supporting students' growth once they have begun to read. The course will examine the skills of the fluent reader, the connection between reading and writing, differentiated literacy instruction, reading nonfiction, and appropriate assessment tools. Students will be expected to plan lessons based on what is learned in class and from the assigned readings. Prerequisites: TEDU 2350, 2550. To be taken concurrently with TEDU 3550 OPE. Taken by Childhood and Special Education majors. Offered once/year.

This course prepares students to create a mutually respectful, safe and supportive learning environment that is inclusive of all students. Students will learn strategies for creating classroom communities focused on learning, including ways to maximize students’ active engagement, promote student motivation, and foster a climate of respect and appreciation for diversity. Students will also learn strategies for supporting students with disabilities in general education settings. Although focused on positive behavior and prevention, appropriate interventions to address student misbehavior will also be addressed. Students will create a classroom behavior management plan. Prerequisites: TEDU 2350. To be taken concurrently with TEDU 3600 OPE. Taken by Early Childhood/Special Education, Childhood/Special Education, K-12 Art Education, and all Adolescent Education majors.

This course emphasizes assessment as a multi-faceted tool for special educators. Students will investigate IEP procedures (screening, pre-referral interventions, eligibility determinations, and classification based upon assessment data). Students will develop the ability to make instructional decisions based upon norm-referenced, criterion-referenced, and informal/formal classroom assessments. Students will learn how to utilize curricular and assessment models to develop alternate assessments. These include authentic assessments, growth-based assessments, performance-based assessments and portfolios. Students will also increase understanding of contemporary issues and practices, including: Response to Intervention (RTI); Functional Behavioral Assessment (FBA); culturally responsive assessment; and testing accommodations. Prerequisite: TEDU 2350. Taken by Early Childhood/Special Education, Childhood/Special Education, and Adolescent Education/ 7-12 Special Education Generalist majors. To be taken concurrently with TEDU 3650 OPE by Adolescent Education/ 7-12 Special Education Generalist majors.

This course includes instruction in the New York State Common Core Learning Standards, goals, and content of the elementary school curriculum including English language arts, mathematics, science, social studies, fine arts, health, and technology, Grades 1-3; and inclusive, developmentally appropriate methods for teaching the curriculum. This course also addresses various aspects of the teaching-learning process, and the preparation and use of instructional materials. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3730 OPE. Can be taken before or after, but not concurrently with TEDU 3720 or TEDU 3740. Taken by Early Childhood/Special Education and Childhood/Special Education majors.

This course includes instruction in the New York State Common Core Learning Standards, goals, and content of the elementary school curriculum including English language arts, mathematics, science, social studies, fine arts, health, and technology, Grades 4-6; and inclusive, developmentally appropriate methods for teaching the curriculum. This course also addresses various aspects of the teaching-learning process, and the preparation and use of instructional materials. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3740 OPE. Can be taken before or after, but not concurrently with, TEDU 3720 or TEDU 3730. Taken by Childhood/Special Education majors.

This is the third in a sequence of courses that prepares students to be effective teachers for all students across the continuum of educational settings. The course emphasizes the value and importance of collaborative and collegial partnerships with families, other teachers, related service provides, paraprofessionals, and others. Students will develop effective coping strategies and problem resolution skills related to contemporary demands of public education. Students will improve their ability to write and implement standards-based Individualized Education Programs (IEPs). Prerequisite: TEDU 3650. Taken by Early Childhood/Special Education, Childhood/Special Education, and Adolescent Education/7-12 Special Education Generalist majors. Open only to juniors and seniors.

This course will provide teacher candidates with the background knowledge required to develop the skills and dispositions necessary to meet the educational, social and emotional needs of diverse students. This course will explore the influence and impact of five aspects of human diversity on teaching and learning in the urban setting, including: race and ethnicity, social class, gender and sexual orientation, language, and religion. Teacher candidates will be introduced to the history, theory and practice that informs effective teaching with students in a pluralistic society. The goal of this course is to help candidates understand various aspects of human diversity as interrelated and interactive - not as isolated variables - and to better understand the ways in which their identities effect their practice as teachers. This course serves as the required seminar to student teaching. Students will meet and connect to the class community through their student teaching experiences. Student will utilize reflective practice as a means to express their teaching narratives. The course content will bridge the essential components found in teaching in the diverse urban classroom. Students will be expected to respond to course work from the lens of the student teacher.

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4410 concurrently with TEDU 4010, TEDU 4011. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4410 concurrently with TEDU 4010, TEDU 4011. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

This capstone experience is taken concurrently with student teaching. The students will debrief and process their student teaching experiences. Attention will be given to classroom management issues, to schools as organizations, and to hiring and interviewing processes. Taken concurrently with Student Teaching TEDU 4010 and TEDU 4011. Offered every semester.

Related Majors

Adolescence Education Biology - The Adolescence Education Biology program prepares students to apply for New York State teaching certification in Biology en route to becoming a Biology teacher.
Adolescence Education Chemistry - Students completing the Adolescence Education Chemistry program are prepared to apply for New York State teaching certification in Chemistry en route to becoming a Chemistry teacher.
Adolescence Education Math - The Adolescence Education Math program prepares students to apply for New York State teaching certification in Mathematics for grades 7-12 en route to help them become a math teacher.
Adolescence Education Physics - The Adolescence Education Physics program prepares students to apply for New York State teaching certification in Physics for grades 7-12 en route to help them become a Physics teacher.
Adolescent & Special Education - Thinking about becoming a Secondary Education Major? Our Adolescence Education program leads to initial certification in the major for grades 7-12 with an extension for grades 5-6.
Art Education - Become an Art Teacher. This degree will prepare students for New York State certification in Visual Art Education for kindergarten through grade 12.
Early Childhood and Special Education - This undergraduate major will lead to both Early Childhood Education and Early Childhood Special Education Certification (birth to grade 2), greatly enhancing a graduate’s ability to be employed in related fields.
Music Performance - The Music Performance Major at Roberts Wesleyan University places an emphasis on pedagogy, providing many training opportunities, resulting in a Music Performance Degree.
Physical Education - The Physical Education major provides opportunities and experiences for students who are interested in teaching physical education with their physical education degree.
Department of Teacher Education - 585.594.6677 - george_sarah@roberts.edu