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2021-2022 Graduate Catalog [Archived Catalog]
Courses
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GED 501 - Transforming Teaching & Learning Through Mindfulness and Restorative Practices This course was developed based on the premise that educators and students want to be part of a learning community where students feel:
- focused and relaxed.
- connected and respected.
- engaged, curious and excited to learn.
- safe to take risks and speak authentically.
- supported to begin again after failure.
- challenged and willing to stretch their abilities.
In this course we will explore mindfulness and restorative approaches as foundational and interdependent practices central to developing this kind of vital learning community. Online material and assignments will challenge participants to not only become fluent in the principles, science and research that support them, but also examine how their own belief systems, biases and identities influence their teaching or leading. Emphasis is placed on each student’s unique teaching/leading styles, providing structure, resources and individualized support for the tricky, often challenging work of education while building community and attending to the social and emotional needs of students and staff. Finally, participants will experience the power of mindfulness and restorative practices as tools within a transformative and reflective practice, looking closely together at our professional and personal lives in a brave space.
Restorative approaches and mindfulness can be seen as interdependent. In a school where educators practice mindfulness, an environment of compassionate curiosity arises. From this compassionate curiosity a different way of responding to challenging situations and unexpected behaviors arises—externally and internally. This “different way” essentially expresses the basic principles of a restorative approach: open and authentic communication with the goal of building relationships, developing trust and equity, learning from mistakes, repairing the harm done, and strengthening community. Further, the success of restorative approaches depends on a teacher’s ability to remain a grounded, mindful, nonjudgmental presence while students develop the skills of relaxed, curious focus—both of which mindfulness provides.
Credits: 3 cr.
Miscellaneous Notes:
Priority given to those enrolled in the new Holistic Restorative Education Certificate Program. Interested graduate students not enrolled in the HRE program may submit a paper registration beginning 11/2 (matriculated students) and 11/16 (non-matriculated students). Juniors and seniors must also use the paper registration form and may submit it beginning 11/16. If seats are available, students will be registered in the order in which their forms were received.
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GED 502 - Creating an Equity-Focused, Healing Centered Classroom and School Creating the conditions for ALL learners to thrive is not only about developing the awareness, knowledge and skills around a broad set of factors that influence the learning environment, it is also about developing a keen personal awareness around our own biases and limiting belief systems. While research exposes the existence of systemic inequities impacting students of color and students with special needs, these “systems” can only be changed by a fundamental shift in how each of us sees and responds to the youth we serve on a day-to-day basis. Based on this belief, this course asks students to not only work to acquire the knowledge and skills necessary, but to engage in mindful awareness practices and courageous conversations designed to uncover the ways we unconsciously underserve some students. Central to the course is how restorative approaches weaves together SEL, trauma informed practices, and mindfulness to create equitable and healing centered learning environments for all.
Credits: 3 cr.
Miscellaneous Notes:
Online
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GED 503 - Restorative Responses to Harm - in Schools and Society The restorative approach to culture and curriculum in schools is a relationally based, non-exclusionary approach rooted in the principles of voluntary participation, meaningful engagement, active responsibility, courageous and collaborative problem-solving. This approach informs work and relationships in all sectors of the school, from the classroom to faculty meetings, from student discipline to curriculum development. In this course you will not only experience the restorative practices associated with this approach—restorative chat, restorative conference, class circle, and community circle—you will also explore the nature of harm and healing as they are experienced by individuals and entire groups, in contemporary and historical contexts. Universal restorative practices, such as classroom circles, will be understood in relationship to more intensive restorative interventions, such as circles to repair specific harm. And the relationship between restorative practice and traditional discipline, such as suspensions, will be considered. The harm schooling can do to people by replicating colonialist, racist and misogynist structures and attitudes will be intentionally confronted. Understanding of and/or dedicated interest in equity, mindfulness, and trauma informed practices is required.
Credits: 3
Miscellaneous Notes:
Online
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GED 504 - Holistic Restorative Education Practicum Practicum and final course of HRE
Credits: 3
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GED 508 - Fostering Achievement: Research-Based Strategies that Promote Equity, Engagement, and Collaborative Problem-solving This course is designed for general educators, special educators, social workers, paraprofessionals, or any adults supporting students who struggle in school. Participants will design strategic plans, lessons, and learning opportunities for individual students in regular education settings. The course will focus on: effective strategies for keeping struggling students engaged in learning, the profound way trauma impacts student learning, how to collaboratively problem solve with students, systems to keep students in classrooms including safety and transition plans, and ways to involve parents and families in the learning process. Together we will explore the best approaches for working with students who have a variety of needs including students with ADHD, ASD, emotional disturbance, who display oppositional behaviors, and students who have experienced trauma.
Credits: 3 cr.
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GED 509 - Integrative Curriculum This courses places integrative curriculum design into dialogue with the theoretical and philosophical frameworks which enable us to examine teaching and learning through an equity lens. Grounded in an holistic developmental perspective, this course considers the intellectual, emotional, social, and ethical dimensions of curriculum development, specifically the ways in which pedagogical practices and curricular applications may enable us to disrupt inequitable systems and patterns in school.
Credits: 3 cr.
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GED 510 - Becoming a Literacy Leader: Tools and Strategies for Success This interactive and student-centered course is designed to provide students with the knowledge and skills necessary to lead improvements in literacy instruction and student achievement in their schools or districts. Various models of literacy leadership, professional development, literacy instruction and assessment and literacy intervention will be examined. This course is highly recommended for students in the M.Ed. and C.A.G.S. Reading Concentrations. It is open to all graduate education students interested in leading improvements in literacy instruction and intervention.
Credits: 3
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GED 511 - Fundamentals of Curriculum This course focuses on definitions and diverse perspectives on curriculum for curriculum leaders. Participants examine major theoretical frameworks of curriculum; become familiar with varying approaches to curriculum planning, development, design, implementation, and evaluation; articulate their own perspectives on curriculum; examine the link between curriculum, instruction, and assessment, as well as the connection of these to budgeting and finance; and learn to critique curriculum from a variety of different perspectives, including how schools should examine and critique their own curricula.
Credits: 3 cr.
Miscellaneous Notes:
If you are an undergraduate student seeking to participate in a graduate course, please see Paula Henry, phenry@smcvt.edu, STE 319 to register. You must be a junior or senior in good standing (GPA 3.0).
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GED 516 - Educational Foundations: Understanding the Past and Creating the Future This course is designed as an introductory course for people considering careers as teachers. The course begins by exploring schools and schooling in the United States, including an examination of motives for teaching, the functions and purposes of schools, and what life is like in schools today. We will then look at the diversity of students who populate our schools, and how various societal factors affect schools. Next, the course focuses on teachers, including what constitutes effective teaching, what teachers should know about teaching with technology, and what subjects are taught as part of a school’s curriculum. We will then examine the foundations of education (philosophy, history, legal and ethical considerations, and governance and finance issues) that provide the intellectual underpinnings of educational practice. We will also examine current reform efforts in education. We will finish the course by looking at career issues, including the job options in education, salary expectations, and what it means to be a professional teacher.
Required: Five hours per week school placement during school hours.
Credits: 3 cr.
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GED 517 - Teaching Nonfiction in the Elementary Classroom Nonfiction has come into its own. New standards in literacy and science require students to appreciate, read, and write this genre. These expectations dovetail with the recent publishing trend of compelling and engaging nonfiction books for children. Become familiar with outstanding nonfiction and authors, and methods and materials for exploring literacy across the curriculum with elementary readers and writers. Topics will also include visual and critical literacies, multimodal representation, expanding definitions of text, the development of text-sets, and consideration of the role that nonfiction plays in the CCSS and NGSS. Participants will have an opportunity to create curriculum relevant to their teaching settings.
Credits: 3 cr.
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GED 520 - Child and Adolescent Development This course provides an analysis of child and adolescent development through an exploration of varied theories, including contemporary cultural influences. It examines physical, cognitive, emotional, social, and moral stages of development, along with implications for teaching and learning.
Credits: 3 cr.
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GED 521 - Early Childhood Education: Foundations This course introduces students to the field of early childhood education. It provides an overview of different program models, policy and advocacy issues, current research on early child development and education and state and national program standards.
This course aims to prepare early education graduates who are committed to the provision of quality early childhood education for each and every child and their family. Using evidence-based practice, this course emphasizes the values of equity and inclusion in supporting students to develop skills that will prepare them to work in diverse early education learning environments.
Students will spend a minimum of 15 hours visiting different early childhood settings.
Prerequisites:
One course in Human Development (Child and/or Adolescent).
Credits: 3 cr.
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GED 522 - Teaching Literacy in the Pre-K-6 Classroom This course is designed to provide pre-licensure students, novice teachers, and those returning to the field with an overview of literacy development and instruction. The components of a balanced literacy curriculum will be introduced, including: shared reading, read aloud, word study and the reading and writing workshop. The framework of the workshop will be discussed in depth, including: mini lessons, small group instruction (guided reading, strategy groups and discussion groups), conferring, partnerships and writing about reading. Class sessions will combine whole group and small group instruction, book discussions, video snippets and an offsite classroom visit. This course is practical in nature and will build an understanding of how to use a variety of assessments to drive effective instruction for all students. It is a requirement in the Elementary Education Licensure Program. (Practicing teachers are encouraged to take GED 606- Literacy Development and Instruction PreK-8).
Credits: 3 cr.
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GED 524 - Early Childhood Education: Methods and Practice This course introduces students to all aspects of an early childhood curriculum. It provides an in-depth exploration of the theory and application of early literacy, math, science and the arts in addition to developmentally appropriate practice as outlined in the Vermont Early Learning Standards. Students are required to complete 50 hours of practical placement in an early childhood setting.
Prerequisites:
One course in Human Development (Child and/or Adolescent). Prior or concurrent enrollment in GED 521 preferred but not required.
Credits: 3 cr.
Miscellaneous Notes:
If you are an undergraduate student seeking to participate in a graduate course, please see Paula Henry, phenry@smcvt.edu, STE 319 to register. You must be a junior or senior in good standing (GPA 3.0).
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GED 526 - Special Topics Courses are based on topics of current interest. Some past courses have been: Literacy Technology Connections: Reflective Essays and Multimedia; Contemporary Public School Administration and Leadership Roles; and Educating Mind, Body and Spirit, Neuroscience, Mindfulness & Sustainability: Implications for the K-12 classroom.
Credits: 2-4 cr.
Miscellaneous Notes:
If you are an undergraduate student seeking to participate in a graduate course, please see Paula Henry, phenry@smcvt.edu, STE 319 to register. You must be a junior or senior in good standing (GPA 3.0).
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GED 528 - Pre-K-6 Curriculum, Assessment and Management This course will focus on curriculum in the Pre-K-Grade 6 classroom. Using Vermont’s Core Teaching and Learning Standards as well as the National Association for the Education of Young Children will guide this course. Common Core, and Next Generation Science Standards, students will develop a comprehensive, integrated unit of study for the elementary classroom through the multiple lenses of place-based education, equity, and sustainability. The development of this unit can be focused on the Art, ELL, Special Education, and/or heterogeneous classroom. Diversity in student populations and 21st century challenges in teaching and learning will be explored as will classroom management and assessment as foundations for student success.
Prerequisites:
Must have taken GED 516 Educational Foundations: Understanding the Past and Creating the Future.
Credits: 4 cr.
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GED 529 - Personalized Learning Personalized learning has a long history in education. When students are well known by their teachers, when their interests, motivations and aspirations are used to plan curriculum, instruction, and assessment, and when their journeys toward post-secondary opportunities are well-structured, students are more successful. In 2014, the State of Vermont passed Act 77 with a focus on personal learning plans, proficiency-based learning, and flexible pathways. This course will research, analyze, and explore the implementation of Act 77, the development of equitable opportunities for all students, and the challenges of moving to a student-driven learning community. Participants in the course will create their own personalized learning plan for the course and propose a plan for personalized learning in their classroom, school, and/or district. Additionally, participants will address issues of technology, digital citizenship, and the development of professional learning networks.
Prerequisites:
If you are an undergraduate student seeking to participate in a graduate course, please see Paula Henry, phenry@smcvt.edu, STE 319 to register. You must be a junior or senior in good standing (GPA 3.0).
Credits: 3 cr.
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GED 530 - Literacy in Middle and Secondary Schools This course examines the relationship between language, literacy skills, and learning in the content area. We will emphasize the ways in which explicit literacy instruction promotes better content learning and provides students with tools to participate in our global community. We will consider theories about and evolving definitions of literacy, the process of reading and writing, the relationship between technology and literacy, specific disciplinary approaches to literacy, diverse literacy needs and pedagogical strategies to promote equitable learning, and techniques for evaluating content area resources. We will also examine state and national standards and proficiencies to enrich our understanding of student needs and curriculum design.
Credits: 3 cr.
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GED 531 - Digital Animation and Motion Graphics Digital Animation & Motion Graphics moves students with little or no knowledge of digital image creation and manipulation through the steps necessary to create animation, motion graphics, and video composites useful in web, television, gallery, mobile, and cinematic applications.
Credits: 3 cr.
Crosslisted: Art 214
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GED 534 - Literacy Assessment, Instruction, and Intervention in Reading This course is designed to help licensed teachers deepen their understanding of assessment, instruction, and intervention in reading. Together, we will explore a wide variety of formative and summative literacy assessments, as well as examine the relationship between assessment and instruction/intervention. Using assessment data, students will determine students’ strengths and needs, and make recommendations for instruction and intervention. Participants must have access to an individual student for a minimum of 60 minutes per week in order to complete the requirements for the case study assignment.
Prerequisites:
GED 606 Literacy Development and Instruction (PreK-8)
Credits: 3 cr.
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GED 535 - Children’s Literature: Author and Illustrator Study This course examines the components of a successful picture book through an exploration of the work of several author-illustrators. Class members will read and evaluate the works of these creators and in the final class present an author study. Different approaches to author units will be considered and under the guidance of the instructor, each student will execute a final project that can be used in the classroom or library.
Credits: 3 cr.
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GED 542 - Pre-K-12 Curriculum and Assessment Students will come to a deeper understanding of community and how it relates to the Pre-K-12 classroom culture and curriculum. Through the multiple lenses of place- based education, sustainability, and service learning, we will critically examine and apply curriculum theory, instructional and assessment strategies, content knowledge, and the national standards to develop a comprehensive, integrated unit of study. The development of this unit can focus on an ELL, Special Education, Art, and/or heterogeneous class. In addition, Vermont’s Core Teaching and Learning Standards and the National Association for the Education of Young Children Standards will guide the course. Diversity in student populations, as well as 21st century challenges that manifest in both the student’s classroom and their home will be explored. Together, in an interactive learning environment emphasizing reflective thinking, writing, dialogue, and collaboration, we will explore the integral role of curriculum and assessment in fostering student learning and growth.
Credits: 4 cr.
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GED 547 - Middle and Secondary Curriculum and Assessment This course offers current and prospective middle and secondary educators the opportunity to increase their knowledge of content area curriculum and assessment design. We will critically examine and apply curriculum theory, instructional and assessment strategies, content knowledge, and Vermont’s Core Teaching and Learning Standards while constructing lesson plans, assessment tasks and tools, and content area units. Together, in an interactive learning environment emphasizing reflective thinking, writing, dialogue, and collaboration, we will explore the integral role of curriculum and assessment in fostering student learning and growth.
Credits: 4 cr.
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GED 550 - Student Teaching Internship As the culminating experience for licensure candidates, the student teaching internship provides students the opportunity to work under the mentorship of a cooperating teaching in a K-12 classroom to apply theory in practice in their licensure area. Over the course of the semester, candidates gradually take on the responsibilities of the classroom teacher and complete a required solo teaching experience. GED 555 is taken concurrently and supports students in completing the required Vermont Licensure Portfolio.
Credits: 6 cr.
Miscellaneous Notes:
Enrollment by special arrangement only.
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GED 555 - Student Teaching Seminar Taken concurrently with the student teaching internship (GED 550), this course bridges theory and practice and focuses on classroom culture, management techniques, standards-based lesson and unit planning, instructional strategies, and assessment. Through collaboration with faculty and peers, students engage in problem solving ethical questions and reflect on their teaching in light of student learning. The seminar is designed to provide support for student teachers in the field and students complete their required portfolio for licensure during this course.
Credits: 3 cr.
Miscellaneous Notes:
Enrollment by special arrangement only.
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GED 558 - Educator as Researcher This course introduces students to the world of educational research so that they are able to intelligently read qualitative and quantitative studies, and design and conduct qualitatively oriented research projects. Beginning with an overview of different research approaches, the course explores various research designs, methods, and analyses. Students read and critique educational research articles in their chosen field. Finally, students design a research proposal to be implemented over the following semester.
Prerequisites:
This course should be taken at the end of the M.Ed. program and two semesters prior to GED 699: Capstone Seminar so that students have at least one semester to collect data.
Credits: 3 cr.
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GED 562 - Thesis Research The Thesis is an in-depth research study that contributes to the existing body of knowledge in the field of education. The student works with an advisor planning, researching and writing the Thesis. This is a two-semester course with a grade of “XT” given at the end of the first semester. Students meet with their academic advisors to discuss topics and projects before registering.
Prerequisites:
GED 558 Educator as Researcher and permission of advisor.
Credits: 3 cr.
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GED 565 - Computer Assisted Language Learning Participants learn how to incorporate computer technology into lessons that enhance the skills of English language learners (K-12, adult) through project-based activities, including newsletters, animated slide shows, and free Web-based quizzes, rubrics, audio, or video. Participants construct an interactive/collaborative Web space (Web 2.0), review current research, and follow the professional dialogue about technology in the classroom. They discuss the effectiveness of technological media through peer reviews and critical evaluation of web sites and /or software.
Credits: 3 cr.
Crosslisted: Cross-listed with GSL 520.
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GED 567 - Legal and Financial Management of Schools This course will explore the legal and financial context in which today’s schools operate from the perspective of building-level school leaders. This course will provide both a theoretical understanding and a practical overview of these concepts with a focus on the Vermont public education system. A central theme of this course is the consideration of law as the foundation for both social justice and equity of opportunity in education.
Credits: 4 cr.
Miscellaneous Notes:
If you are an undergraduate student seeking to participate in a graduate course, please see Paula Henry, phenry@smcvt.edu, STE 319 to register. You must be a junior or senior in good standing (GPA 3.0).
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GED 571 - Antiracism: Critical Theory and Praxis This course employs racial reflexivity to explore the ways in which we are all stakeholders in the advancement of antiracist policies, ideologies, and social ways of being. We will employ critical reflexivity to intentionally attend to the context of knowledge construction, confront our own assumptions, and consider how social positionality affects one’s analysis of inequity and racism. Drawing upon critical consciousness theory (Friere, 1973) this course examines the dynamics of marginalization and oppression in creating and sustaining social inequity. Antiracist educators must reveal and disrupt racist and inequitable systems, policies, behaviors, language, and ideologies in the name of collective liberation. To this end, we will read and discuss the work of critical theorists, scholars, and authors to explore the fundamental questions they ask and address, and how they are relevant to antiracism in our own lives and pedagogical practice.
Course Objectives
- To engage with the course themes of antiracism and collective liberation personally, reflexively, authentically, and introspectively;
- To expand our critical consciousness and capacity to embrace antiracism in theory and practice;
- To read and discuss the work of critical theorists, scholars, and authors to explore the fundamental questions they ask and address, and how they are relevant to antiracism in our own lives and pedagogical practice;
- To interact with a diversity of perspectives, including each others’;
- To understand how implicit bias impacts our assumptions, interpretations, interactions, and beliefs;
- To draw connections among current events, contemporary movements, and our own positionality in relation to them.
Credits: 3 cr.
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GED 572 - School Leadership In this course students examine the relationship of the leader, the led, and the context as they develop skills as facilitators of individual and organizational growth. Students will reflect upon values and draw upon experiences as they explore theories and practice the behavior of effective leadership. Topics include: principles of leadership; leadership styles; resource management; instructional leadership; school culture; visioning; facilitating change; effective communication; and, ethical decision making. This course is relevant for any educator in, or aspiring to a leadership position.
Credits: 3 cr.
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GED 580 - Approaches to Teaching This course will explore the backwards design framework for curriculum planning and critical components of differentiated instruction in order to help us develop a range of instructional strategies to meet the needs of all learners. We will build our repertoire of instructional strategies through research, observation, workshops and reflection. We will consider the range of diverse learners who fill our classrooms and how we attend to their development of academic skills and learning habits.
As part of the licensure program, this course, in combination with the other licensure courses taken in the fall semester, requires a 6 hour per week field placement. In most cases this will be in the same classroom in which the candidate will be student teaching in the spring.
Credits: 3 cr.
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GED 581 - Social/Emotional Development and Individual Differences This course examines commonly occurring emotional and behavioral disorders of childhood and how they influence student learning. Participants will develop an understanding of specific disorders that can serve to inform appropriate instructional strategies and interventions. Empirically derived and research supported interventions and strategies to support these students will be explored An emphasis will be placed on structuring general education learning environments to accommodate the needs of a diverse range of students, as well as the identification of specific programs and strategies to support children with various disabilities. General educators will gain skills and knowledge to incorporate into their classrooms while special educators will expand their base of knowledge to support their consultation to general education personnel.
Credits: 3 cr.
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GED 595 - Launching and Developing the Writing Workshop in the Elementary Grades As Katie Wood Ray states, “No matter what, let them write.” Even our youngest writers are ready to write and create books. Class discussion will include the use of mentor text to help students understand the different craft authors use and how to envision the craft moves in their writing. The class will also spend time examining the workshop and all its components, work through the writing process using the students’ own writing, and practice how to use student work to drive instruction. Participants will design a variety of lessons and a unit of study that is ready for the classroom.
Credits: 3 cr.
Miscellaneous Notes:
If you are an undergraduate student seeking to participate in a graduate course, please see Paula Henry, phenry@smcvt.edu, STE 319 to register. You must be a junior or senior in good standing (GPA 3.0).
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GED 596 - Digital Media With a focus on creative application of technology, this class will expand on participants’ proficiency with various digital media.Through this hands-on course, educators will build technical and creative skills to develop their own digital media projects as well as explore practical ways to integrate digital media into their individual curriculum. Topics include digital photography, photo editing, web publishing and animation.This course fulfills the technology requirement for Arts licensure candidates and is an elective in the Arts in Education and Curriculum MEd concentrations. There are no expectations of previous experience.
Credits: 3
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GED 606 - Literacy Development and Instruction in the Elementary Grades This course is designed for licensed teachers and will focus on literacy development and instruction in grades pre-K-8. We will explore the research and “best practices” in literacy instruction with a particular emphasis on differentiated instruction within the context of the Common Core Standards.
Credits: 3 cr.
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GED 607 - Literacy Instruction for Adolescents with Reading Difficulties: Intervention & Instruction The What Works Clearinghouse, the International Reading Association, and the National Council of Teachers of English have all examined research on effective classroom and intervention practices for struggling adolescents. This course is designed to build on this knowledge base as we explore ways to assess and adjust literacy instruction to the strengths and needs of adolescent students.
Credits: 3 cr.
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GED 612 - Math and Diversity This course will explore theories, ideas and practices for teaching math to students with diverse characteristics at the PK-8 levels. Students will investigate current literature on cultural, pedagogical and developmental issues related to how children learn mathematics in the four selected areas of diversity: math and students with special needs, math and students with math disabilities, math and students in poverty, and math and students who are speakers of other languages (ESL).
Credits: 3 cr.
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GED 613 - Mathematics in the Pre-K-6 Classroom This course is designed to explore the many wonderful aspects of helping pre-kindergarten and elementary students discover the mathematical nature of the world in which we live. The focus will be on developing course participants’ understanding of the mathematics we expect students to learn, as well as an understanding of the way they learn during their pre-kindergarten and elementary years. The course will focus on the application of manipulative materials in the development of students’ conceptual and procedural knowledge, and relational understanding of mathematics. The course will focus on the Common Core Standards for math content and practices.
Credits: 3 cr.
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GED 618 - From Assessment to Action: Using Data to Improve Student Learning This course will examine the use of data as a strategy for improving schools and school systems. Participants will examine the strategic uses of data at different organizational levels to develop a systemic approach for continuous school improvement. The course begins with an examination of school-level data teams as a best practice and then reviews MTSS-RTII as the state model for organizing this work. The course concludes with the consideration of program evaluation including the evaluation of curriculum development and professional development initiatives.
Credits: 3 cr.
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GED 621 - Supervision, Evaluation, and Teacher Development In this course students will look at, from a systems perspective, the main functions of the administrator as supervisor, coach and evaluator. Students will examine effective pedagogy and theories of adult and teacher development as the foundation for meaningful supervision, growth and evaluation of staff. Students will explore mentoring, coaching, and supervision in the context of the professional learning community. Throughout the semester they will develop and practice the skills needed to effectively supervise, promote growth and evaluate staff, from novice to expert, competent to incompetent.
Credits: 3 cr.
Miscellaneous Notes:
If you are an undergraduate student seeking to participate in a graduate course, please see Paula Henry, phenry@smcvt.edu, STE 319 to register. You must be a junior or senior in good standing (GPA 3.0).
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GED 624 - The Art of the Book Educators and students are invited to explore and create in this studio course addressing the art of the book. Participants will experiment with forms, structures, materials, and concepts as we investigate the limitless possibilities of the Book. By examining the work of contemporary book artist students will gain a foundation for their own creative expression of ideas and meaning. Students will make a working portfolio of paper treatments, book models and altered structures then create their own individual art books.
The class will be a working model of a 21st century collaborative community supporting the creative process through practice, constructive criticism, reflecting, and refining technique. The Common Core anchor standards of Craft and Structure and Integration of Knowledge and Ideas will be addressed as well as proficiency statements for assessment. No previous bookmaking or art experience required. Students who have previously taken GED 671 The Art of Bookmaking and/or GED 673 Science, Art and Bookmaking: Making Connections, are welcome in this class. A $50.00 materials fee is required and due at registration.
Credits: 3 cr.
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GED 631 - Learning, Development, and Individual Differences This course will engage students in examining learning theories from birth through early adulthood. Students will examine how language, culture, and family background influence learning. Students will consider how development impacts learning at all stages and implications for effective instruction for children with exceptionalities. Students will participate by attending class and engaging in learning activities online. Activities will include opportunities designing lessons, rubrics, concept maps, and strategy logs related to course content. Students will also engage in self-directed learning by selecting a relevant topic to explore and present, to further engage and expand their learning and that of their classmates. All activities throughout the course are designed to provide students with an opportunity to apply course content to current or prospective practice. Students will also be required to write up a reflection and synthesis of their learning throughout the course.
Credits: 3 cr.
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GED 632 - Assessment of Students within General and Special Education Participants will become familiar with assessment procedures associated with establishing the existence of the IDEA eligible disabilities. In addition, an emphasis will been placed on the assessment of student progress and functioning relative to current student learning standards and relevant state and national education initiatives. Participants will use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. An emphasis will be placed on the use of technically sound formal and informal assessments that minimize bias and the engagement in professional ethical principles and professional standards to guide assessment practices.
Credits: 3 cr.
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GED 633 - Legal and Professional Issues in Special Education In this course students will focus on the legal and ethical issues involved in developing, implementing and overseeing educational programming for students with disabilities. The course is organized around critical elements of special education and disability law, and aims to develop an understanding not only of the legal implications of such laws but also how these laws impact the delivery of high quality, effective educational programming for all students.
Credits: 3 cr.
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GED 635 - Middle Grades Institute The Middle Grades Collaborative offers an annual intensive week-long institute for middle-level educators during the last week of June. The major goal of the institute is to foster young adolescent development where every student becomes an intellectually reflective, caring, and ethical individual. Courses include:
GED 635A: Middle Grades Organization
GED 635B: Middle Grades Curriculum
GED 635J: Young Adolescent Growth and Development
GED 635K: Middle Grades Instruction and Assessment
GED 635M: Equity and Learning for Young Adolescents (Summer 2020)
Credits: 3 cr.
Miscellaneous Notes:
Please select one pathway. First 4 are for middle level endorsement. SMC Middle Level Licensure students are required to take the GED 635 A: Middle Grades Organization.
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GED 635 - Middle Grades Organization Contemporary middle level schools are structured specifically to respond to the unique nature of young adolescents. This course explores structures that are dedicated to providing developmentally responsive pedagogy for early adolescents. Topics include teaming, grouping, scheduling, advisory, transition planning, and family involvement. Course participants explore the many decisions required to function effectively as a 21st century middle grades team teacher.
Credits: 3 cr.
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GED 635A - Middle Grades Organization Contemporary middle level schools are structured specifically to respond to the unique nature of young adolescents. This course explores structures that are dedicated to providing developmentally responsive pedagogy for early adolescents. Topics include teaming, grouping, scheduling, advisory, transition planning, and family involvement. Course participants explore the many decisions required to function effectively as a 21st century middle grades team teacher.
Credits: 3 cr.
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GED 640 - Language and Learning The teaching of language is vast and often feels amorphous. Language transcends every area of culture and our experiences. In this course, students will fine-tune their lens on language development (from birth to adulthood) and its impact on learning. Rather than teaching language using isolated, disjointed methods, participants will learn to weave language instruction seamlessly into their current curricula. Early identification of weaknesses as well as strategies to determine the area of language that is challenging for the student will be studied. Participants will reflect on the massive implications of language weakness on a student’s overall academic experience. Areas of language disorder, the assessment process and tools, and the criteria for a language impairment will be reviewed. Strategies for providing support, accommodation, and modification within the general and special education setting will be illuminated. Participants will employ the creative process of designing language-rich curricula that utilizes the accommodations and modifications necessary for students with language deficits to enrich the content for all learners. This exploration will include the use of assistive technology.
Prerequisites:
GED 522 Teaching Literacy in the Elementary Classroom, GED 643 Multisensory Language-Based Literacy Instruction for Students with Disabilities or GED 606 Literacy Development and Instruction K-8, or permission from the advisor.
Credits: 3 cr.
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GED 641 - Teaching in the Inclusive Classroom Pre-K-12 In this course participants will learn how to teach and accommodate students with disabilities in any general education classroom. Basic special education history and laws will be examined. Participants will explore the complex nature of serving students with special needs and discover specific strategies for making inclusion work. Participants will be responsible for finding a student to tutor to complete a case study as a part of the course requirements.
Prerequisites:
GED 516, GED 520, or permission of the instructor.
Credits: 3 cr.
Miscellaneous Notes:
As part of the licensure program, this course, in combination with the other licensure courses taken in the fall semester, requires a 6 hour per week field placement. In most cases this will be in the same classroom in which the candidate will be student teaching in the spring.
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GED 643 - Multisensory Language-Based Literacy Instruction for Students with Disabilities This course provides an in-depth study of research-based practices and materials to be implemented when working with students with reading and writing difficulties. Participants will develop sound assessment skills that will inform and guide their practice with struggling learners, including those with dyslexia. Participants will learn to develop comprehensive learning profiles of students to target areas of relative weakness and to build upon areas of relative strength and interest during instruction. Methods used to teach phonemic awareness, decoding, comprehension, vocabulary development, spelling, fluency, study skills, and written expression will be covered. The emphasis of the course is on pre-k through elementary level practices. Course times include practicum experience with elementary students.
Prerequisites:
GED 522 Teaching Literacy in the Pre-K-6 Classroom, an Elementary License, or the development of a plan with the instructor to bolster knowledge of developmental literacy prior to the start of the course.
Credits: 3 cr.
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GED 649 - Arts: The Creative Process Through projects, inspiration from literature, performances, and exhibits, participants awaken their imagination, reflect on making art, discover new venues of expression, and affirm creativity as an integral part of human development. Using different art forms such as drawing, writing, drama, movement, music, storytelling, digital, and poetry, participants actively investigate the creative process. A supportive and reflective community encourages those who identify as artists and those who do not. By enhancing artistic skills and engaging actively in projects educators will expand their palette for curriculum and gain confidence when integrating the arts.
Credits: 3 cr.
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GED 651 - Hands on! Learning In and Through the Visual Arts Classroom teachers and arts teachers are invited to explore and celebrate the power of the visual arts. Through hands-on activities participants will experience art making in a variety of mediums, learn to compose and integrate standards-based lessons with authentic assessment, make connections to interdisciplinary themes, address 21st Century learning, examine the National Core Art Standards and experience proficiency based standards. With guidance and support, participants will work on technique and vision. Projects will be applicable to both the classroom and to one’s growth and enrichment as an artist.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 661 - Special Education Practicum This course is a companion course to GED 662. In this practicum, graduate students work as special education student teachers providing direct instruction and case management to students with varying abilities in a public school setting. Participants will be provided supervision and guidance from both a cooperating teacher (located on site) as well as a St. Michael’s College supervisor who will make frequent visits to the school throughout the practicum. Participants will design, implement and evaluate instructional programs for students with disabilities. Participants will be responsible for conducting comprehensive evaluations, developing Individual Education Programs (IEPs), designing weekly lesson plans, monitoring progress and functioning as a collaborative member of their students’ educational support teams. This is a school-based program limited to graduate students completing the Licensure Program for Special Education. Students will be expected to be present in a local school full-time for 13 weeks.
Prerequisites:
Permission of instructor required.
Credits: 6 cr.
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GED 662 - Special Education Seminar This course is a companion course to GED 661 Practicum. In this seminar, participants will meet weekly to fine-tune their understanding and application of research-based practices in the field of special education. Graduate students will work to complete their Vermont Licensure Portfolio, weekly standards-based lesson plans, comprehensive evaluations and IEPs, as well as participate in a professional learning community with their peers to deepen their knowledge of educational topics of their choice.
Prerequisites:
Co-requisite: GED 661; Permission of Instructor Required.
Credits: 3 cr.
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GED 668 - Administration and Interpretation of Woodcock-Johnson IV The Woodcock-Johnson Psycho-Educational Battery - Fourth Edition (WJ-IV) is a wide-range, comprehensive set of individually administered tests for measuring cognitive abilities, academic achievement, and oral language development. The WJ-IV has been updated to reflect the contemporary research on cognitive abilities, to increase utility relative to determining special education eligibility, to provide greater diagnostic capabilities to inform instruction, and to reflect the research regarding language development and overall academic achievement. Through participation in this course, participants will learn about the tests, factors, and scoring options that result from the administration of this test battery. Students will also learn to administer, score, and interpret the WJ-IV. Classroom discussions, demonstrations, and activities will be supplemented by three complete administrations of the battery. Students who successfully complete this course will have met the training criteria recommended by the authors and publisher of the WJ-IV. The course will also include a discussion of a variety of essential related topics such as Vermont’s special education eligibility criteria as they relate to tests and scoring options. The WJ-IV will also be thoroughly examined in regard to its use within Responsiveness to Intervention (RtI) model of student support.
Credits: 3 cr.
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GED 673 - Special Topics in Arts Education Courses are based on topics of current interest and are offered on a rotating basis. These courses may be offered in collaboration with programs like the Flynn Center for the Performing Arts and The Summer Book Arts Institute. Examples include Art History for the Classroom, Thinking Like DaVinci: Bringing Innovation to Interdisciplinary Curriculum and Common Core, and Exploring World Cultures Through Bookmaking.
Credits: 1-3 cr.
Miscellaneous Notes:
A materials fee may be due upon registration.
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GED 674 - Multicultural Arts This course will combine the discipline of visual arts with the concept of multicultural studies. By engaging in hands-on projects, using artifacts, going on field trips, and discussing professional readings, participants will learn to integrate multicultural studies into their curriculum. The major themes of the course come from world cultures and folk art. This course fulfills the integrated arts requirement in the Arts in Education concentration.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee may be due upon registration.
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GED 678 - Heroes, Social Justice, and the Arts: Aesthetic Perspectives From defiance to expression, this course examines broad perspectives on education through the lens of heroes, the arts, and social justice. With the help of literature, paintings, performances, and memoirs we will juxtapose our stories with stories of those who have influenced our evolving understanding of beauty and truth. We will critique our visual and material culture to understand current habits and values of local and global societies. Through critical discourse, collaborative projects, and artistic interpretations of current issues we ideally will expand our aesthetic, social, and spiritual consciousness for the future.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee may be due upon registration.
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GED 684 - School and Community This course introduces current and prospective educators and administrators to the ever-changing, but closely coupled, relationship between school and community. Emphasis will be placed on how the community informs what happens in schools, and how the schools, in turn, influence the community. The course will also look closely at the role played by economic and social forces.
Credits: 3 cr.
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GED 686 - Independent Research This course is designed for students who want to study a topic not offered in the catalog.
Credits: 1-6 cr.
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GED 687 - Directed Readings This course allows matriculated students to study special topics in depth. The student and instructor submit an “Independent Study Learning Contract” to the Academic Advisor using guidelines provided by Graduate Programs in Education. The course proposal must also be approved by the Director of Graduate Education. Registration must be completed by the third week of the semester.
Credits: 1-6 cr.
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GED 688 - Leadership and Reading Practica Practicum experiences allow students to apply theory in a setting related to their area of study.
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GED 688A - Leadership Practicum Part I (Summer) (2 Credits)
Part II (Fall) (2 Credits)
Part III (Spring) (2 Credits)
This course is designed for students in School Leadership (Principal, Director of Special Education, and Director of Curriculum) who are seeking endorsements from the Agency of Education. The course includes a 300-hour internship, completion of a professional portfolio, and additional study in the areas of leadership. The course is broken into 3 parts and requires a Full Year commitment. Students will be expected to complete internship hours during the summer. Students will enroll in each part when the semester registration opens. They must be taken in sequence during one academic year.
Students will receive grades of Pass/Fail for Part I and Part II. A final grade will be given for Part III.
Credits: 6 cr. total over 3 semesters
Miscellaneous Notes:
Registration requires approval by instructor.
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GED 688C - English Language Learner Endorsement Practicum This course is designed for students pursuing an additional endorsement in English Language Learner. In this practicum, graduate students work as ELL student teachers providing direct instruction to students who are English learners in a public school setting. Working teachers may complete a job-embedded practicum provided that they directly instruct English learners and are able to demonstrate they have met the endorsement competencies. Participants will be provided supervision and guidance from both a cooperating teacher (located on site) as well as a Saint Michael’s College supervisor who will make frequent visits to the school throughout the practicum. Participants will be expected to be present in a local school 3 full days/week for 13 weeks.
Credits: 4 cr.
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GED 688D - Reading Specialist Practicum The Reading Specialist Practicum allows for the student to demonstrate the Standards for the Specialized Literacy Professional Endorsement under the supervision of a college supervisor. Briefly, the Practicum requires students to identify professional goals related to the teaching of reading and language arts, develop two in-depth case studies based on children or adolescents who struggle with reading/literacy, and address the Knowledge and Performance Standards in a successful way. The practicum may take place in the graduate student’s own classroom provided sufficient time can be given to the extra demands of the demonstration of the Standards found in Code 5440-76. It is estimated that this practicum requires approximately 150 hours to successfully complete.
Students are eligible for the practicum after successfully completing 18 credits in literacy with a “B” or better and with their advisor’s approval. Three years of prior teaching experience are required as is the successful completion of Praxis II-Reading Specialist. Students must notify the Coordinator of the M.Ed. Literacy Program, Tess Dussling (tdussling@smcvt.edu), of their intention to take this practicum by October 15th for the spring practicum and by February 15th for the fall semester.
Credits: 3 cr.
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GED 688E - Special Education Endorsement Practicum This course is designed for students pursuing an additional endorsement in special education and is a companion course to GED 662. In this practicum, graduate students work as special education student teachers providing direct instruction and case management to students with varying abilities in a public school setting. Participants will be provided supervision and guidance from both a cooperating teacher (located on site) as well as a Saint Michael’s College supervisor who will make frequent visits to the school throughout the practicum. Participants will design, implement and evaluate instructional programs for students with disabilities. Participants will be responsible for conducting comprehensive evaluations, developing Individual Education Programs (IEPs), designing weekly lesson plans, monitoring progress and functioning as a collaborative member of their students’ educational support teams. Participants will be expected to be present in a local school 3 full days/week for 13 weeks.
Credits: 4 cr.
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GED 691 - Personalized Inquiry: Finding your Why This bi-weekly mission-driven seminar will run concurrently with the Student Teaching Seminar and conclude with a week-long immersion in a personalized inquiry project. Using research as well as interviews and observations with teacher-leaders and educational change agents, students will investigate an area of burgeoning passion that will provide a foundation for their professional vision. The course will emphasize professional learning, ethical practice, leadership, and collaboration, as students dig deeply into a question or topic that sparked their interest during student teaching. This intensive seminar will culminate in a “Finding Your Why” Summit where students will share their findings in a variety of formats including TED Talks, digital storytelling, visual arts, multimedia exhibits, and creative writing.
Credits: 2 cr.
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GED 693 - Integrating Art, Social Studies, and Language Arts: Pre-K-6 Through critical investigation participants make connections between historic events, social issues, visual culture, global citizenship, and artistic expressions. Using various art forms to widen our interdisciplinary scope of curriculum and address the Common Core, state, and national standards. We will examine the characteristics of content and dispositions that lead to civic engagement and critical, creative voice. Literature, digital media, visual art, drama, theory, primary sources, and our own experiences are the “texts” to bridge our understanding of history with the social and civic issues of today. This course embraces equity pedagogy with a specific interest in the strategies and dispositions that enable us to effectively support and teach students marginalized by social inequity. We embrace and apply the values stated in the SMC’s Education Department’s Mission: advancing culture through education, emphasizing creativity, curiosity, collaboration, reflection, social justice, and sustainability.
Credits: 3 cr.
Miscellaneous Notes:
Some minimal cost may be associated with museum or other cultural visits related to this course.
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GED 695 - Teaching Pre-K-6 Science and Engineering
This course is designed to explore the many facets of teaching science and engineering at the Pre-K-6 levels. Course participants will explore Inquiry-Centered Science and Engineering concepts and skills through a variety of hands-on, minds-on activities. Course topics will include an exploration of the Next Generation Science Standards as well as state and local science and engineering standards, instructional resource materials, selected science and engineering programs, the application of technology in science and engineering education as well as ways students construct a meaningful understanding of science and engineering concepts.
Credits: 3 cr.
Miscellaneous Notes:
A $25.00 materials fee is required and due at registration.
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GED 699 - Capstone Seminar Capstone Seminar is the culmination of the M.Ed. program. Once students have collected data for their Capstone research project, they can enroll in the Capstone Seminar. In the Seminar students complete data analysis, write an article-length paper, and present their findings in a public forum.
Prerequisites:
Prerequisites: GED 558 Educator as Researcher, an accepted research proposal, and approved IRB application.
Credits: 3 cr.
Miscellaneous Notes:
GED 558 and GED 699 are required for the Master of Education.
Registration requires approval by instructor, students must register using paper form.
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