Master of Education in Middle School (5–8) and High School (8–12) Education

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.

This course integrates the theory and practice of curriculum theory, design and implementation. The course is aligned with the appropriate Professional Standards for Teachers (PST) and Subject Matter Knowledge (SMK). The course provides an overview of the history of curriculum in the United States with a focus on the current standards movement, an introduction to select international curriculum, and an in-depth exploration of various curriculum designs and practices such as Understanding by Design (UBD), interdisciplinary curriculum, Social-Emotional Curriculum, Sheltered English Immersion, Differentiated Instruction, Universal Design, Response to Intervention, Blended Learning and Expeditionary Learning and Curriculum Mapping. Students have the opportunity to develop a definition of curriculum and comprehend the factors that drive curriculum change, to compare and contrast various curriculum designs and develop curriculum units following the tenets of UBD and Rigorous Curriculum Design. Students also become familiar with the process of selecting curriculum.

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 will 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.

This course focuses on the physical, cognitive, social and emotional aspects of adolescent development from an applied perspective. Specifically, issues related to teaching adolescents in middle schools and high schools, grade 5–12, are considered.

This course introduces students to research and best practices applying reading, writing, speaking and listening strategies to enhance discipline-based learning outcomes, grades 6–12. Concepts related to College and Career Readiness and the Common Core Literacy Standards for grades 6–12 content areas provide the foundation for the knowledge, skills, and understanding in the course. General and discipline-specific elements of literacy, including vocabulary acquisition, speaking and listening in collaborative group and public presentation settings, reading and comprehending complex texts and multiple texts, genres, and formats, writing to learn and writing for audiences, comprise key areas of study. Students engage with scholarly and practice-oriented readings, web-based materials, case studies, model lessons, units, and programs. Finally, students demonstrate the application of contemporary literacy standards and practices in the content areas through class exercises, assignments, and projects and in lessons and units of study intended for use in middle and high school classrooms.

This course offers an analysis of methods most effective in the middle and secondary classroom. Micro-teaching experiences within the students discipline area focus on specific components of lesson planning and lesson presentation in keeping with the Massachusetts Curriculum Frameworks. The preparation of a subject-area unit involves the development of activities and strategies in such areas as integration across the curriculum, critical thinking, cooperative learning and the incorporation of community resources. Particular attention is paid to learning plans that respond to diversity, learning needs and learning styles of all students, including unit and lesson construction, varied learning strategies, material construction, audio-visual, technology and classroom evaluation. Pre-practicum experience is required.

Students undertake the gradual assumption of full teaching responsibilities in a middle- or secondary-level classroom under the guidance of a supervising Practitioner and a program supervisor. Students must complete at least 150 hours of full teaching responsibility and another 300 hours observing and/or assessing. Students must have completed all graduate education coursework before starting the practicum.

Students may choose a course that is aligned with their interests and career plans. There are additional courses in Moderate Disabilities or English as a Second Language that advance their knowledge in those areas.