Secondary School Teacher 41 credits

This major leads to initial licensure as a teacher of English, History, Mathematics or Political Science/Political Philosophy in grades 8–12. Students may qualify for positions involving work with high school students in a variety of secondary school settings. The education of teachers for secondary school draws on the psychology of adolescence to develop teaching techniques, materials, and curricula particularly relevant to students at this stage of development.

The senior practicum will be a semester experience in one setting within the 8–12 grade range. Coursework within grades 8–12 gives the student experience with both adolescents of different ages and a variety of curricula, organizational structures, and grouping strategies characteristic of the secondary school.

Students must choose a liberal arts major to complement this major. Students may choose from four liberal arts fields:

• English (Literature Track)
• History
• Mathematics
• Political Science

TEACHER OF ENGLISH (8–12)

Students must choose the liberal arts major in English (Literature Track) and the Education major.

I. REQUIRED COURSES:

Choose ONE (3 Credits):

Choose ONE (3 Credits):

II. SUPPORT COURSES:

An additional elective in the English Major (3 Credits).

Choose ONE (3 Credits):

Choose ONE (3 Credits):

With the approval of their advisor or the director of the undergraduate Education division, juniors and seniors may take graduate courses (EEDUC, ESPED, ECOMP) in the School of Education in those programs that lead to initial licensure. Once enrolled, they must meet all course requirements as outlined on the syllabus.

TEACHER OF HISTORY (8–12)
TEACHER OF POLITICAL SCIENCE/POLITICAL PHILOSOPHY (8–12)

Students preparing to teach History must choose the liberal arts major in History and the Education major.

Students preparing to teach Political Science/Political Philosophy must choose the liberal arts major in Political Science and the Education major.

I. REQUIRED COURSES:

Choose ONE (3 Credits):

Choose ONE (3 Credits):

Choose ONE (3 Credits):

II. SUPPORT COURSES:

An additional elective in the History Major or an additional elective at the 3000 level or above in the Political Science Major (3 Credits).

Choose ONE (3 Credits):

Choose ONE (3 Credits):

Juniors and seniors may take graduate courses (EEDUC, ESPED, ECOMP) in the School of Education in those programs that lead to initial licensure with the approval of their advisor or the director of the undergraduate Education division. Once enrolled, they must meet all course requirements as outlined on the syllabus.

TEACHER OF Mathematics (8–12)

Students must choose the liberal arts major in Mathematics and the Education Major.

I. REQUIRED COURSES:

Choose ONE (3 Credits):

Choose ONE (3 Credits):

II. SUPPORT COURSES:

An additional elective in the Mathematics Major (3 Credits).

Choose ONE (3 Credits):

Choose ONE (3 Credits):

Choose ONE (3 Credits):

With the approval of their advisor or the director of the undergraduate Education division, juniors and seniors may take graduate courses (EEDUC, ESPED, ECOMP) in the School of Education in those programs that lead to initial licensure. Once enrolled, they must meet all course requirements as outlined on the syllabus.

CEDUC 1352

Teaching, Learning and Social Responsibility

4 credits

This course introduces aspiring teachers to the role of the school in a multicultural society and helps them develop a professional identity. Issues related to mainstreaming and inclusion are addressed. Through a variety of means which include site visits, speakers and panelists, and case studies, students are introduced to five areas of education: early childhood, elementary, special, middle, and secondary education. Issues related to the integration and inclusion of students with special needs in regular education environments are addressed. Students also expand and develop their critical thinking skills. Field visits/experiences are incorporated into the course throughout the semester

Note: Both a grade of C or higher in this course and the successful completion of the early field experience are prerequisites for CEDUC 2351, 2352, 2353 or CSPED 2354.

CEDUC 2353

Middle and High School Education

4 credits

This course provides a perspective of the middle school and the high school by examining their historical/philosophical foundations and current reform movement. Emphasis will be placed on curriculum frameworks, curriculum and instruction, structure, and models of assessment. Culture, language, and other aspects of social location will also be considered in light of the adolescent population it serves. The various roles that teachers may perform such as advisor, team leader, and researcher will also be discussed. Field experiences will provide important experiential contexts for understanding "life" in the middle and secondary schools. Prerequisite: CEDUC 1352. Both a grade of C+ or higher in this course and the successful completion of the field experience are prerequisites to student teaching.

CEDUC 2402

Content Area Reading in Grades 5–12

3 credits

This course focuses on the research and instructional strategies relevant to content area reading in 5–12 classrooms. The major emphasis is placed on the teaching of reading in the content areas including the introduction of subject area vocabulary, pre-reading skills and activities, building comprehension skills, organizing information, and critical reading. Students examine a variety of methods for determining readability of subject area texts and supplementary materials. The course also includes the stages of the writing process and how those stages help to inform the students' understanding of the content area. Students learn to assess informally the reading and writing ability of pre-adolescents and adolescents. In addition, students learn to design and implement appropriate instructional strategies. Prerequisite: CEDUC 2353. A grade of C+ or higher in this course is a prerequisite to student teaching.

CEDUC 3395

Literature for Children and Young Adults

3 credits

Students gain an in-depth knowledge of literature for children and young adults by reading widely from a broad range of books. They develop skill in applying evaluation criteria based on the developmental, linguistic, and personal needs of readers. They also consider how authors and illustrators influence the development of understanding about culture, race, ethnicity, tradition, sex roles, and family structures. Based on their knowledge of the books, students develop strategies for implementing classroom literature programs and for using literature to expand knowledge in other subject areas. Emphasis is placed on considering how books are used to foster growth in critical thinking, reading, writing, and oral communication, and to inspire young readers so that reading becomes an integral part of their lives. Prerequisite: CEDUC 2401 or CEDUC 2402.

CEDUC 3399

Integrating Technology into the School Curriculum

3 credits

This course focuses on the integration of computers and other new technologies into the school curriculum. Participants will survey a variety of computer uses and explore ways to build and extend classroom curricula using technology. They will work with a wide range of dynamic technology tools and plan technology enriched learning experiences that encourage student engagement and give students the skills they need to become lifelong learners, as well as critical thinkers. Prerequisite: CEDUC 2352 or 2353.

CEDUC 4361

Teaching Historical Research and Writing

3 credits

This course provides students with a theoretical, methodological, and experiential basis for teaching historical research and writing at the middle and secondary level. Course session learning experiences will include large group discourse, small group activities, visiting scholars, and student presentations. Students will gain knowledge of the techniques of historical inquiry. Next, they will explore the reading, writing, and thinking skills that foster effective historical research. Using these skills, students will then design a culminating project that they will peer review and implement in their field placements. Prerequisite: CEDUC 2353. Students preparing to be Teachers of English, History or Political Science/ Political Philosophy must take this course concurrently with CEDUC 4723 or CEDUC 4726.

CEDUC 4726

Senior Practicum and Seminar in High School Education

9 credits

The semester-long practicum is designed to meet the standards for initial licensure as defined by the state of Massachusetts. Students must work in classrooms under the direction of experienced teachers and are supervised by Lesley College faculty. As a complement to each practicum, students participate in a weekly seminar. Challenges and concerns growing out of daily teaching are examined and related to general educational methods, theories, and classroom practice. Prerequisites: A grade of C or better in CEDUC 1352; C+ or better in CEDUC 2353, 2402; and a cumulative grade point average of 3.0; all education and support courses completed excluding CEDUC 4361, EEDUC 6001 or EEDUC 6146 depending upon the student's program of study. Passing scores on MA Educator Tests of Communication and Literacy Skills and appropriate Subject Matter Test. Taken for pass/fail grade.

CSOCL 4201

Social Issues in Education

3 credits

This course examines diverse contemporary issues in American education such as class, racial, and gender inequity; school choice, vouchers, and charter schools; multiculturalism; ESL/bilingualism; high-stakes testing; and segregation and inclusion. Students will analyze contemporary issues through a combination of field-based experiences and investigation of the social and historical forces that shape the character of schooling in the United States today. Prerequisite: One sociology (CSOCL) course or permission of the instructor. (Multicultural Perspectives course)

ECOMP 6003

Using Technology to Integrate Mathematics into the Curriculum

3 credits

This course focuses on using technology to integrate mathematics with other subjects. Students will explore interdisciplinary activities focusing on using data and a visual database as tools to engage students and enhance their understanding in both math and other disciplines. In addition, we will look at collaborative web tools and video to support learning and productive collaboration. Free web resources, from high stakes testing support to education-focused virtual reality games, will also be featured.

ECOMP 6100

Educational Uses of Systems Thinking, Modeling and Simulation

3 credits

This course is an introduction to "systems thinking," a prescribed way of thinking about, describing, and understanding real world phenomena and its relevance to education. System thinking is the art and science of examining real world complexity and understanding patterns in relationships. Through computer-based exploration and discussion, students will develop understanding about this framework and about the use of models and simulations as thinking tools in educational settings.

EEDUC 5060

Teaching English in Grades 8-12

3 credits

This course prepares students to teach English in grades 8-12. Familiarity is assumed in major works of literature and composition, as covered in courses required of English Majors. A significant portion of this course will be devoted to the variety of teaching strategies available for instruction of classic and young adult literature. This course also includes work in analysis of reading and writing competencies in individual students through both formal and informal assessment. Students will learn how to adapt instruction to accommodate the needs of the full range of diverse learners in today's high schools.

EEDUC 5061

Teaching History and Political Science/Political Philosophy in Grades 8-12

3 credits

This course will help pre-service teachers to develop the ability to design productive learning experiences for middle and high school students. The course focuses on pedagogical knowledge and pedagogical content knowledge, and expects students to seek the social studies content knowledge needed through liberal arts studies at Lesley. The course begins with an exploration of the larger purposes for teaching history and political science/political philosophy and/or social studies in a multicultural and global society and within the current climate of standards-based reform. The course then attends to four aspects of curriculum planning and implementation: developing lesson plans and units; implementing lessons; evaluation and assessment; and special topics and review.

EEDUC 5146

Issues in American Schooling: Contemporary Challenges and Historical Contexts

3 credits

The course examines diverse contemporary issues in American education through a combination of field-based experiences and investigation of the social and historical forces that shape the character of schooling in a democratic society. The course opens the dialogue about the nature of teaching and learning, and the design of educational programs in the context of societal, political, and economic structures as well as within the diverse cultural values of a pluralistic society.

EEDUC 6001

The Teaching of Writing (K–12)

3 credits

This course promotes the thoughtful examination of writers and writing instruction. Throughout the course, students are introduced to strategies and skills they can use to enhance their own writing and the writing of K–12 students. Using a process approach, students learn how to communicate ideas effectively in a variety of genres and for a multitude of purposes. Based on the most current understandings in the field, this course explores such topics as writer's workshop, conferencing, struggling writers, assessment, reading/writing connections, writing in the disciplines, revision and editing, the use of technology to support writers, and the management of writing instruction.

EEDUC 6101

Content Area Literacy

3 credits

This course explores the ways in which content knowledge is accessed through specific disciplinary literacies. The course examines schema-based and text-based reading comprehension strategies, including vocabulary strategies, and investigates how a wide range of text types and genres support content area learning. Teaching tools and formative assessments are constructed, analyzed, and used to shape future instruction and meet diverse language needs. Writing is examined as a means of both developing and demonstrating content area knowledge. Critical literacy is explored as a mechanism for disciplinary understanding.

EEDUC 6146

Teaching Mathematics as Part of Interdisciplinary Inquiry

3 credits

This course explores various pedagogical strategies appropriate in middle school settings with a focus on integrated curriculum to support local mathematics curriculum and content, as well as issues concerned with the integration of state standards and NCTM practices and standards. Through simulation, practical experience, classroom modeling, and analysis, students will deepen their understanding of the interplay between adolescent cognitive development and relevant teaching strategies while enlarging their repertoire of viable methodologies for use in middle school mathematics classrooms.

EEDUC 6202

Teaching Mathematics in a Student-Centered Secondary Classroom

3 Credits

Explores various pedagogical strategies appropriate in secondary school settings with a focus on engaging students in mathematically rich investigations. Through simulation, practical experience, classroom modeling, and analysis, students will deepen their understanding of the interplay between relevant teaching strategies, formative and summative assessments, and the incorporation of technology, while enlarging their repertoire of viable methodologies for use in secondary school mathematics classrooms.