M.Ed. in Elementary Education (1-6)

This course provides an overview of the emergence of language and writing across development. This course also examines how to draw from knowledge of oral language and writing development to plan and implement evidence-based writing instruction for PK–8 students reflecting a wide range of needs and backgrounds to address the Massachusetts English Language Arts Curricular Frameworks. This includes evidence-based instruction for sentence structure and conventions, craft of writing, and the writing process and strategies. Pre-Practicum field experience is required.

This course addresses several major aspects of teaching social studies. Initially, there is a focus on the broad aims of social studies (with an emphasis on curriculum and instruction). Secondly, the course focuses on developing social studies skills such as critical, creative and analytical thinking; problem-solving; valuing; and decision-making. Third, the course applies cooperative learning, vocabulary and concept formation, children’s literature and online resources to the study of social studies. Throughout the course, there is a focus on the organization of curriculum, instructional methods and student assessment processes about the topics of Massachusetts, United States, and world history; geography skills and global awareness; economic principles and concepts; and US political principles.

This course is designed to increase your confidence and enthusiasm for teaching elementary science and health. This course examines how children learn science and how teachers facilitate that learning. Science is essential in the elementary classroom, where key science learning goals can inspire and support students as they utilize their ELA and mathematics skills to work through investigations connected to their lives. This course focuses on science as a “practice”, as encouraged by the MA Science, Technology and Engineering Framework. Students analyze and modify science curriculum to support the planning and assessment of learning experiences for the range diversity of learners in the science classroom. Additionally, health education and the related teaching strategies are explored.

This course focuses on numbers and operations, and on functions and algebraic concepts as described in the Massachusetts Mathematics Curriculum Frameworks for grades 1–8. As many children have mathematical capabilities beyond their grade level, course participants are stretched to use and apply the mathematical concepts learned to multiple situations and to higher level problems. Emphasis is placed on the attainment, articulation and application of the math concepts associated with each strand of learning. Teaching and assessment methods that are challenging yet attainable, and developmentally appropriate are examined.

This course is designed to enable prospective elementary school teachers to teach mathematics efficiently and effectively to diverse student populations. Prospective teachers learn how to develop and coordinate learning objectives, assessment techniques and instructional methodologies according to the psychological principles of how children learn mathematics. Attention is given to teaching recommendations from the National Council of Teachers of Mathematics, the Common Core State Standards as well as the professional standards for teaching determined by the Department of Elementary and Secondary Education of Massachusetts.

This course introduces students to the Professional Standards for Teaching (PST) and Licensure Preparation. Students complete a pre-practicum experience (15 hours) in which they observe a veteran teacher demonstrating the elements of the PSTs. The course presents the basic components of unit and lesson planning using Understanding by Design (UbD). Students learn techniques around differentiating instruction, including tiered instruction, scaffolds to accommodate differences in learning styles, needs, interests and levels of readiness of students. Students examine specific systematic behaviors teachers use to create orderly, cooperative and motivating learning environments that promote student achievement. The course familiarizes students with state and federal regulations regarding students with disabilities and second language designation. Pre-Practicum field experience is required.

In recent years, classrooms across Massachusetts and the United States have welcomed large numbers of English learners (ELs), students who are learning English in the context of school. ELs require effective content instruction to achieve academic success as they prepare for their futures in the modern 21st-century global economy. Research-based strategies for supporting ELs are practiced and analyzed, and students have opportunities for feedback and reflection. Upon successful completion of this course, participating teachers receive the Sheltered English Immersion (SEI) endorsement. Regardless of modality, this course requires at least 45 hours of synchronous instruction. Pre-Practicum field experience is required.

Students gradually assume full teaching responsibilities in an elementary classroom under the supervision of a supervising practitioner and a program supervisor. Students must complete at least 100 hours of full teaching responsibility and another 350 hours observing and/or assisting. (450 hours total). Students must have successfully completed all graduate education courses prior to the practicum.

Co-requisite: EDU 6510 Practicum Seminar (0 cr)