Master of Education in Curriculum and Instruction: Out of School Time--Education and Leadership for Adolescents and Youth

This unique collaborative effort between Citizen Schools and Lesley University approaches the out-of-school time field as a partner with the public and private school day, and focuses on program development, team-building, and pedagogical practice. Educators, youth workers, and others interested in taking professional leadership positions in out-of-school time enter the Master of Education degree program as Citizen Schools teaching fellows, and complete a two-year, 33-credit sequence of core and specialization courses. Graduates will be policymakers, directors, and leaders in the field.

Those seeking Initial educator licensure may proceed from the Master's program to the 18-credit Middle School Initial Licensure Option* after taking and passing appropriate Massachusetts Tests for Educator Licensure (MTEL) exams.

Click here for more information about the program and to view the current Citizen Schools sites where this program is available. You can also contact the Lesley University program director, Lorraine Greenfield, Ph.D., for more information.

Prerequisite for Middle School Initial Licensure option: Must have completed a college or university's requirements for a major in the discipline or have passed the Massachusetts Tests for Educator Licensure (MTEL) in the appropriate content area test.

*Students taking courses for licensure in Math/Science or Humanities will take an additional curriculum and instruction course, for a total of 54 credits.

Course Descriptions

EEDUC 6125 Dimensions of Learning and Teaching
Students identify and use resources available to support them in their learning, teaching, and reflection. They begin to examine their identity as learners and professionals and use what they learn to explore ways that educational practices and enduring educational controversies can be understood using multiple perspectives and the knowledge that people learn differently. They also begin to build a portfolio in which they reflect upon and demonstrate their expanding understanding and competencies.

EEDUC 6128 Dimensions of Equity
This course will examine the goals, assumptions, and strategies of multicultural and special education and prepare teachers to effectively apply theories of equity to classroom practice. Through a variety of cognitive and affective approaches, students will identify and analyze the cultural and structural factors that have led to unequal academic outcomes for diverse learners within the socio-political and historical context of the United States.

EEDUC 7111 Curriculum, Assessment, and Instruction: Assumptions, Relationships, and Design
Students work with several models and frameworks of curriculum development and their application to systems, classroom curriculum and instruction, and assessment. Models include standards-driven, integrated curriculum, portfolio, and performance assessment. Brain-based research and its impact on curriculum development and instruction are analyzed.

EEDUC 6126 Classroom and School Inquiry
Classroom and School Inquiry focuses on the understanding and critical analysis of educational research and methods for accurately communicating this information to the public. As teachers participate in redefining their educational roles, decision-making and action-oriented classroom practice will be critical in promoting student learning. Both require problem-solving, which is enhanced by the forming and testing of hypotheses, gathering data that is then analyzed, synthesized, and evaluated, and generating solutions. This course will engage students in this process by acquainting them with the knowledge and techniques necessary for them to become lifelong teacher researchers, and to present the results of their research effectively and professionally to a variety of audiences. Note: This course is a prerequisite to EEDUC 6127.

EEDUC 6127 Action Research and Seminar
Students demonstrate their expanding understandings and competencies as teachers. They also collaborate with several classmates to design a research project that can have a direct impact on their school community, through which students may extend the research plan developed in an earlier course, EEDUC 6126. The six-credit option is designed to give students who completed a required induction experience or advanced education license an opportunity to demonstrate continued learning by applying that experience to their Lesley program and using their study to reflect on what they learned from their induction or licensure program.
Prerequisite: Successful completion of EEDUC 6126 or an equivalent research course.

EEDUC 6140 Education Reform and the Rise of After School
This course will provide a broad overview of the major themes and challenges in the education sector in the latter twentieth century, including an overview of recent school reform initiatives within the context of larger economic, community, and family life changes. The rise of after-school programs, major trends in the emerging field of after-school education, and the particular pedagogical and social building blocks of the Citizen Schools model will be addressed. Offered as part of an off-campus sequence.

EEDUC 6141 Leadership and Community Engagement
Out of School Time educators have unique opportunities to engage diverse constituencies, including community members, teachers, parents, policymakers, and corporate leaders, many of whom do not typically work together or even know each other. This course, developed by the Interaction Institute for Social Change, focuses on developing the skills for a “21st century” collaborative, participatory, transformational leader whose job is to create the conditions for self-empowerment and leverage the wisdom and resources of multiple constituencies. Offered as part of an off-campus sequence.

ESPED 5100 Contemporary Perspectives in Special Education
This course provides an introduction to the profession of Special Education. From an inclusive perspective, the course examines the characteristics of disabling conditions, as well as the effects of societal attitudes, the historical context of special education, and state and federal law. The range of service delivery provided by schools and agencies will be addressed.

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EEDUC 7764  Curriculum, Assessment, and Instruction — Practice
This course is taught concurrently with EEDUC 7111 in a fully integrated format. Students will be introduced to an increased selection of learning theories that build on apprenticeship learning and the unique challenges and opportunities presented by out-of-school time. Students will be provided a chance to explore and practice aligning curriculum, assessment, and instruction with additional in-depth experiential work in writing, math, and science and traditional, school-based learning with after-school program learning and instructional frameworks.

EEDUC 6100 Adolescent Development in the Context of Families, Communities, and Schools
Students will investigate the historical, contemporary, cultural, physical, and psychological aspects of this important stage of human development.  While learning about the characteristics of adolescents, learners will reflect on their own experiences and come to know themselves more fully.  A goal of this course is to apply theory to authentic experience so that pre- and in-service teachers develop an appreciation and understanding of how the institutions of society, and specifically schools, can best serve this age group.

EEDUC 6101 Content Area Literacy
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 developing and demonstrating content area knowledge. Critical literacy is explored as a mechanism for disciplinary understanding.

EEDUC 6041 Sheltered Content Instruction
This course is designed to equip teachers with essential knowledge and skills to effectively organize and implement instruction appropriate for English Language Learners at different levels of English proficiency. A primary focus will be on Sheltered English and the SIOP Model. Students will master instructional strategies and design lessons compatible with these principles and relate them to the Curriculum Frameworks. The course content will be learned through the kinds of experiential, participatory, and process-oriented strategies that are used successfully with English language learners and build reflective practices.

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EEDUC 6102 Language and Literacy: Development and Diversity
This course examines diverse aspects of language acquisition and literacy development with emphasis on educational implications. The major theories and current research in first and second language acquisition are reviewed. Educational topics in language and literacy are addressed, including concerns for reading, writing, oral language, phonics, spelling, academic English, grammar, language assessments, and language-based disabilities. Linguistic and cultural diversity, bilingualism, and second language acquisition are considered throughout.

EEDUC 6204 The Middle School: Historical Context and Promising Practice
This course examines the promising practices of the contemporary middle school philosophy through a combination of field-based experiences and examination of the historical forces that shape the character of schooling in a democratic society.  Students, as pre and in-service practitioners, will investigate the student-centered, team integrated, interdisciplinary approach in light of its ability to simultaneously address both state standards and frameworks while providing for the needs of emerging adolescents.

EEDUC 6103 Curriculum, Instruction and Assessment in English
This course provides historical and structural foundations of the language for teachers of English in middle schools. Components of the course include the history of the English language; an examination of rules, conventions, and purposes of written and spoken English; a survey of selections of American, English, and world literature for middle school students; and methods of assessing students’ needs as well as meeting the needs of diverse learners.

EEDUC 5147 Curriculum, Instruction and Assessment in History and Political Science
This course will help students develop an understanding of curriculum, instruction, and assessment issues in middle school history, political science, and political philosophy. Students will develop sample instructional materials such as lesson and unit plans along with strategies for differentiating instruction. Students will learn how to use state standards and essential questions to design engaging lessons and how assessment may be developed to measure student learning in a meaningful way.

EEDUC 5110 Curriculum, Instruction, and Assessment in Mathematics
This course focuses on creating a mathematical learning environment that stimulates mathematical problem solving and communicating ideas through mathematics. Connections are made within mathematics and among mathematics and other disciplines. Techniques are addressed for enabling all children to achieve mathematics competence and for ways of assessing student performance. An understanding of the national standards and the Massachusetts Curriculum Frameworks is stressed.

EEDUC 5013 Curriculum, Instruction and Assessment in General Science
This course explores fundamental concepts of each science domain and investigates the interconnections among science disciplines, technology, and engineering. Introduces conceptual frameworks and strategies for aiding students’ development of scientific, technical, and engineering knowledge. Explores techniques for creating a valid scientific environment so all students can experience scientific processes and learn rigorous science. Participants will engage in actually utilizing current, nationally validated, inquiry-based curricular materials as part of the course of study. Considers a variety of assessment techniques that are used to inform teachers, students, and parents of student performance.

EEDUC 7730  Practicum and Seminar in English (5–8)
Full-semester, full-time practicum in English (5–8) under the supervision of a supervising practitioner and University program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisites: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

EEDUC 7741  Practicum and Seminar in History (5–8)
Full-semester, full-time practicum in history (5–8) under the supervision of a supervising practitioner and University program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisites: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

EEDUC 7729  Practicum and Seminar in Mathematics (5–8)
Full-semester, full-time practicum in mathematics (5–8) under the supervision of a supervising practitioner and University program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisites: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

EEDUC 7732  Practicum and Seminar in General Science (5–8)
Full-semester, full-time practicum in general science (5–8) under the supervision of a supervising practitioner and University program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisites: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

EEDUC 7728 Practicum and Seminar in Humanities (5–8)
Full-semester, full-time practicum in English (5–8) and history (5–8) under the supervision of a supervising practitioner and University program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisites: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

EEDUC 7731 Practicum and Seminar in Political Science/Political Philosophy (5–8)
Full-semester, full-time practicum in political science/political philosophy (5–8) under the supervision of a supervising practitioner and University program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisites: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

EEDUC 7738 Practicum and Seminar in Mathematics/Science (5–8)
Full-semester, full-time practicum in mathematics (5–8) and science (5–8) under the supervision of a supervising practitioner and University program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisites: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

Lesley University reserves the right to unilaterally add, withdraw, or revise any course offering in the above-mentioned program of study, including policies, provisions, requirements, and fees.

Lesley University is an Affirmative Action/Equal Opportunity institution and does not discriminate on the basis of age, race, religion, color, creed, national or ethnic origin, sex, sexual orientation, handicap, or disability in its education programs, employment, or in admissions to, access to, or treatment in its programs or activities.