Master of Education (MED)

MED 5703 - How to Write an IEP - 1 credit

This 1 credit course is intended to increase the ability of special educators at the Elementary, Middle, and High School level to write Individual Education Programs that clearly articulate the levels of performance, needs of students, goals, objectives, and service delivery. The IEP’s should reflect an understanding of the guidelines and laws for Special Education and should clearly communicate the specific actions, accommodations, and component of service being provided to the student. Participants will have an opportunity to give and get feedback and to learn strategies for making IEP’s more useful to their daily work. The course will be divided into eight modules. The first module will focus on a brief overview of policy and regulations surrounding the IEP. Next, participants will develop an understanding about how special education eligibility is determined and how to communicate the students’ strengths and needs. Using a case study approach, the following modules will address the description of current levels of performance and the development of accommodations, modifications, measurable goals and objectives, and appropriate service delivery and placement options. Finally, the last module will guide the student in developing a complete IEP including supporting documentation.

MED 6010 - Education and Society - 3 credits

Teaching does not take place in a vacuum. Education in America has evolved based on a long sequence of events – from changes in philosophy and technology to the historical influences of immigration, racial dynamics, economics, and changing societal structures. From the one room school house to the advent of public schools to Sputnik to No Child Left Behind, our educational systems are structured around differing philosophies, purposes, and goals. Further, whether they are aware or not, how teachers and schools conduct their business betrays an attitude towards learning, towards children, and towards the purposes of education that will influence results in the classroom. In this course, students will become aware of underlying educational philosophies, will review the major events in American history that have shaped our educational system, and will consider the various, often competing, goals and purposes ascribed to the educational process and the public schools. In so doing, students will consider their own goals, and will shape an initial purpose statement and philosophy of education that will serve as the basis for reflection, consideration and change throughout the Masters program. (Not offered, 2017-18.)

MED 6015 - Sheltered English Immersion - 3 credits

The SEI endorsement is a key part of the Massachusetts initiative called RETELL, the intent of which is to close the achievement gap for ELL students. Every Massachusetts educator, with few exceptions will be required to obtain an SEI endorsement. The purpose of this course is to provide teachers with the knowledge and understanding to shelter their content instruction effectively so that ELLs can access curriculum and achieve success in school. Students will have the opportunity to develop and analyze lesson plans in all content areas using ELL standards. The course emphasizes the instructional competence needed to develop, evaluate and adapt teaching strategies and materials to enhance opportunities for ELL student growth.

MED 6030 - Children, Families, and Community - 3 credits

This course explores the contexts of the lives of learners and trains educators to become effective communicators. Participants will understand family, school, and society as social systems, and be able to apply this understanding in their relationships with children, colleagues, parents and the community.

MED 6040 - Literacy and Language Arts: Strategies and Practice - 3 credits

This course explores the fundamental principles, theory, research, and practice of reading and language arts. It introduces the basic components of reading, from phonology and orthology through fluency, and considers emergent literacy, how the culture impacts reading, assessment of reading skills, writing, and the needs of English Language Learners. Students will be able to demonstrate knowledge of these fundamental principles of reading, and of the relationship between reading, writing, listening and speaking.

MED 6060 - Integrated Curriculum Math and Science - 3 credits

This course explores the theories, methods, and materials necessary for effective instruction in mathematics, technology, science, and health. Participants will become familiar with the curriculum standards and instructional practices of mathematics, science, and related disciplines.

MED 6065 - Integrated Curriculum – Social Studies and the Arts - 3 credits

This course is the first in a series of curriculum courses. It introduces the concepts of curriculum development, and explores theories, methods, and materials necessary for effective instruction in social studies, literature, and the arts. Participants will become familiar with the curriculum standards and instructional practices of the arts, social science, literature, and related disciplines.

MED 6070 - Adapting and Differentiating Instruction - 3 credits

This course builds on theories of learning, curriculum, and instruction, and prepares teachers to adapt and differentiate their teaching to learner needs. Participants develop insight into how they and others learn and build skills in creating and delivering instruction that meets high standards and student needs.

MED 6110 - Children, Society and Education - 3 credits

From the one-room schoolhouse to No Child Left Behind, America’s schools have been shaped and re-shaped both around changing communities and changing philosophies, purposes and goals. This course explores the context in which public education takes place today, from the broad historical trends, to the lives of learners and their families. Participants consider the forces shaping the lives of children in their differing family and community cultures, how these circumstances affect individual students, and how teachers’ own philosophies shape their interactions with students. Related topics of child development are also considered.

MED 6210 - Field Experience Practicum - Elementary Education - 1 credit

MED 6210, the practicum, provides the second and final fieldwork experience for graduate students pursuing an initial licensure in Elementary Education (Grades 1-6 license). Mandated by the Massachusetts Department of Elementary and Secondary Education, the practicum requires candidates spend a minimum of 300 hours in an appropriate public school setting, working in the role of the license that the candidate's pursuing, in order to practice and demonstrate readiness for initial licensure as outlined by the Massachusetts Professional Standards for Teachers and Candidate Assessment of Performance (CAP). This final experience in the field is critical as teacher candidates are expected to participate in five full days per week for the entire semester and assume full responsibility for at least 100 of those hours, in order to understand the expectations of initially licensed teachers at the Elementary level, and the specific role they are about to undertake. During the practicum, teacher candidates continue to learn and implement instructional strategies, assess student learning, integrate coursework taken thus far, gain further experience, and develop their teaching style and reflective stance in a supervised setting reporting to their Program Supervisor and Supervising Practitioner who are assigned by Curry College. In addition to the required 300 hours in the field, students are required to participate in MED 6910 – Collaborative Learning Seminar which is a parallel course reflecting on their practicum experience.

Prerequisite: Successful completion of Pre-Practicum – MED 6450. Licensure students must have taken and passed all applicable MTEL tests for their license/concentration prior to first of December prior to being registered and enrolled in the practicum.

Corequisite: Must be taken with MED 6910 Collaborative Teaching and Learning Seminar.

MED 6320 - Improving Reading Instruction - 3 credits

This course provides greater depth and breadth in the fundamental principles of reading, along with appropriate back- ground in literacy, language acquisition, second language acquisition (English Language Learners), and related topics. Building on assessment and intervention skills students have gained, it focuses on the application of instructional strategies and interventions. Topics will be addressed on a K-12 spectrum, and will consider the leadership role of a reading specialist in reading instruction.

Prerequisite: MED 6350.

MED 6330 - Literature for Reading, Writing and Thinking - 3 credits

This course examines the selection and use of literature in elementary and secondary classrooms and literature programs, and the range of literature-based activities that can be used to promote student success and engagement in reading. Students will explore the essential aspects of a quality literature program, including genres, literature programs, methods to support reading comprehension and enjoyment, pre-and post-reading activities, and teaching and learning strategies such as literature circles. Students will consider current theories of literacy development, and will develop a working knowledge of the Mass. ELA frameworks.

Prerequisite: MED 6040.

MED 6340 - The Teaching of Writing - 3 credits

This course reviews research on children’s writing development, writing processes, and writing as it pertains to the process of language development and reading. Participants will explore instructional methods for teaching and assessing writing, and will develop a peer-reviewed portfolio of their own writing.

Prerequisite: MED 6040

MED 6350 - Assessment and Intervention in Reading - 3 credits

This course focuses on specific difficulties that children encounter when learning to read, including print awareness, motivation, vocabulary, fluency, phonemic awareness, and behavioral and organizational patterns. Students will become familiar with current tools and techniques in reading assessment, and will learn to determine the causes of reading problems and how to structure interventions to address them. Students will learn basic principles of assessment (validity, reliability, bias). They will learn to administer and interpret informal reading assessments, and to identify appropriate assessment instruments. They will also become familiar with, and develop initial interpretation skills for, standardized diagnostic instruments.

Prerequisite: MED 6040.

MED 6360 - Balanced Literacy - 3 credits

In this course students build on their understanding of the components of reading from MED 6040, and learn how to structure a series of reading activities that not only address the components of reading but also respond to students individual learning styles. Using a balanced literacy approach, participants learn how to design classroom reading through a combination of reading aloud, guided reading, shared reading, independent reading, and word study. In pursuing a balanced approach, the course will also consider additional strategies for encouraging students both to enjoy reading and to understand what they have read.

MED 6410 - Field Experience Practicum - Special Education - 1 credit

MED 6410, the practicum, provides the second and final fieldwork experience for graduate students pursuing a Special Education; Moderate Disabilities (Grades prek-8). Mandated by the Massachusetts Department of Elementary and Secondary Education, the practicum requires candidates spend a minimum of 300 hours in an appropriate public-school setting, working in the role of the license that the candidate is pursuing, in order to practice and demonstrate readiness for initial licensure as outlined by the Massachusetts Professional Standards for Teachers and Candidate Assessment of Performance (CAP). This final experience in the field is critical as teacher candidates are expected to participate in five full days per week for the entire semester and assume full responsibility in the role of MOD teacher at least 100 of those hours, in order to understand the expectations of initially licensed Moderate Disabilities teachers, and the specific role they are about to undertake. During the practicum, teacher candidates continue to learn and implement instructional strategies, assess student learning, integrate coursework taken thus far, gain further experience, and develop their teaching style and reflective stance in a supervised setting reporting to their Program Supervisor and Supervising Practitioner who are assigned by Curry College. In addition to the required 300 hours in the field, students are required to participate in MED 6910 – Collaborative Learning Seminar which is a parallel course reflecting on their practicum experience.

Corequisite: Must be taken with MED 6910 Collaborative Teaching and Learning Seminar.

MED 6420 - Models of Programs for Special Needs Students - 3 credits

This course explores the range of special education programs and services from historical, legal, ethical, social, and educational perspectives. Participants develop knowledge of federal and state laws and regulations governing special education, learn the roles and responsibilities of special educators, understand the services provided by related agencies, appreciate the various forms of programs, curriculum and instruction, and understand the educational technology related to special education students.

Prerequisite: MED 6440.

MED 6430 - Psycho-Educational Assessment and Planning for Special Needs Students - 3 credits

This course examines standardized and informal methods of psycho- educational assessment of students. Participants learn procedures for documenting performance, identifying academic and cognitive strengths and weaknesses, and preparing psycho-educational reports. They learn to prepare and evaluate Individualized Education Programs (IEPs), and conduct collaborative conferences with teachers, parents, administrators and the community.

Prerequisite: MED 6440.

MED 6440 - Teaching Exceptional Children - 3 credits

This course is designed to give students a broad introduction to exceptional learners and their education. Included will be discussions of the characteristics of learners with varying disability types, the legal guidelines governing special education, and the processes of referral, identification and placement of special needs students. Also covered will be the psychological, social, educational, medical and cultural issues pertaining to special education, as well as current trends and controversial issues in special education today.

MED 6450 - Strategies for Classroom Management and Pre-Practicum - 3 credits

This course and pre-practicum focus on developing strategies and methods to create positive and effective learning environments. Participants will learn effective instructional and behavioral management strategies and be able to cultivate social competence and academic achievement. Participants will become skilled at preparing special needs students for inclusion in a variety of educational situations. In this experience, students fully participate in classroom and school experiences in settings appropriate to their licensure goals for a minimum of 150 hours over the course of a semester. Throughout the pre-practicum experience, candidates plan and deliver Instruction to a variety of students, learn the intricacies of the role they will undertake, implement strategies for effective classroom management and reflect on their developing practice. By reflecting on observations in the field, on the nature of teaching, and learning and effective classroom practice, teacher candidates build analytical skills to help them refine and improve their own teaching.

MED 6470 - Human Development, Diversity, and Learning - 3 credits

This course examines the emotional, cognitive, social, moral, and biological development of people over their lifespan in physical and within emerging digital environments. Participants will explore the interaction of human development and learning with issues of race, gender, age, socio-economic status, sexual orientation, physical and mental disabilities, culture, religion, and other human differences.

MED 6471 - Culturally Responsive Educational Practices - 3 credits

This course examines intersectionality and the complex racial, gendered, and class-based dimensions that exist in diverse learning environments. The focus will be on understanding how to engage and educate all individuals to equally rigorous standards through knowing, valuing, and celebrating their human differences as assets within the context of teaching and learning. There will be an emphasis on providing positive solutions and applying strategies to further develop cultural proficiency while working with diverse populations in any learning environment.

MED 6472 - Neurodiversity and Neuro-Educational Assessments - 3 credits

This course will investigate neuropsychological topics and cognitive assessments that are relevant to the performance of individuals in learning environments and how these influence instructional interactions. The focus will be on how neurologically informed teaching can enhance the practice of professionals as well as the learning and development of the people with whom they work. Specific areas of interest will include left-right whole brain learning, learning style differences, the impact of gender and cultural differences on learning, and the involvement of learning disorders (EF, attention deficit disorders, dyslexia, and autism spectrum disorders) in the learning process.

MED 6473 - Inclusive Literacy and Communication Models - 3 credits

This course examines the fundamental principles, theory, and research of reading and writing through an inclusive lens recognizing human differences. Various communication models and sociolinguistics will be investigated and connected to how we build shared meaning within learning groups and diverse populations. Participants will explore online learning systems and digital tools that are integrated into current teaching and learning practices through digital literacy. This course will emphasize the importance of the cultural and linguistic aspects of communication and how these influence our perception of self and others.

MED 6474 - Fundamentals of Social Emotional Learning (SEL) - 3 credits

In this course participants will learn about the development of social-emotional competencies and how these affect teaching and learning. This course will be grounded in the five widely recognized areas of social-emotional learning: self-awareness, social awareness, responsible decision making, self-management, relationship skills, and will include connected topics such as executive functioning, self-regulation, and cognitive flexibility. Participants will also explore the impact of trauma on social-emotional development as well as the creation of safe and inclusive learning environments.

MED 6475 - Diverse Perspective in Mathematics - 3 credits

This course focuses on seeing mathematics as a tool for understanding the world and sustaining a culture of access and equity considering the historical context of mathematics instruction. A critical component will be examining how an inquiry-based approach to mathematical concepts values multiple perspectives through social construction of knowledge, ultimately empowering all diverse learners. Mathematical practices will be explored that are inclusive of all racial, ethnic, linguistic, gender, and socioeconomic backgrounds and promote positive learning environments. Mathematical discourse, collaboration, modeling, and problem-solving will be emphasized with the use of culturally responsive manipulatives and technology.

MED 6476 - Equity, Ethics, and Educational Law - 3 credits

This course examines federal, state, and local laws and policies impacting and influencing educational settings. Participants will investigate a variety of ethical and legal topics across various settings including public and private schools, charter schools, non-profit organizations, and youth service agencies. Students will become aware of underlying educational philosophies, will review the major events in American history that have shaped our educational system and led to discrimination and widening achievement gaps. Specific focus will be placed on the inequitable representation of marginalized groups in special education and school disciplinary action.

MED 6477 - Social Justice Educational Advocacy - 3 credits

This course examines social action as part of people’s collective efforts to create or oppose changes in society, specifically reform in educational systems. Participants will explore theories of intergroup relations, group development, and leadership that facilitate the understanding of biases and conflict, multicultural dynamics in diverse groups, and conflict and cooperation in the context of learning environments. There will be an emphasis on issues related to educational equity as well as oppression based on social constructions of race, gender and sexuality, and disability. This course is designed to prepare students to become active change agents as planners and facilitators of educational dialogues.

MED 6478 - Educational Research - 3 credits

This course examines research methods and designs in education. Students will learn to review research literature, construct hypotheses, gather data, and prepare research proposals. During this course, students will choose and refine a research topic for their thesis and prepare a thesis proposal.

MED 6479 - Thesis Advising - 1 credit

Working directly with an adviser from a field related to the student’s proposed thesis topic, students will receive guidance in the development and analysis of research literature and the integration of that literature into the Masters thesis.

MED 6480 - Capstone Seminar Thesis - 3 credits

This course integrates all aspects of thesis development. Students will present a series of drafts for faculty and peer reaction. Students are expected to provide supportive feedback to their colleagues, collaborate on research topics and to work with their mentors to complete their thesis. The goal of the seminar is to prepare and present the final findings of the thesis. A completed and approved Masters thesis is necessary to satisfy program requirements and degree completion.

MED 6550 - Conceptual Math - 3 credits

This content-oriented course will improve, broaden and deepen teacher candidates’ proficiency and understanding of mathematics as an inquiry-based discipline. Successful teachers understand the connections among different branches of math, and think of math as a means for solving problems and understanding the world. Since doing mathematics often involves complex problems, young mathematicians must develop persistence and flexibility, build on one another’s ideas, and communicate and justify their findings. In order for an educator to help children develop these life-long skills, he or she must be a successful, confident problem-solver with a solid understanding of fundamental mathematics.

MED 6555 - Math Applications - 3 credits

Educators need to develop skills in problem-solving, real- world applications of mathematical concepts, and the ability to convey these concepts to children in the elementary and middle grades. Math is a subject well suited to inquiry-based teaching. This course includes applications, interpretations, and analyses of patterns, functions, algebra and statistics. Educators will use Explore Learning’s gizmos or similar tools for real world explorations and inquiry. Common Core State Standards for Mathematical Practice will be applied.

MED 6710 - Learning, Diversity, and the Fundamentals of Teaching - 3 credits

This course introduces the fundamentals of teaching through the context of human diversity in education; including Understanding by Design and Universal Design for Learning, the principles of curriculum and instruction, lesson planning Bloom’s taxonomy, individual learning styles, issues of child development and teaching strategies for student engagement will be explored.

MED 6720 - Inquiry-Based Instruction - 3 credits

This research-based course is designed to provide prospective teachers with the knowledge and experience necessary to use inquiry – asking questions – as an instructional strategy. Focusing on science and social studies, and using the backwards design model, prospective teachers will learn to develop and deliver lessons that encourage students to ask questions, think critically, and take ownership of their learning; that is, to learn how to learn.

MED 6730 - Classroom-Based Assessment - 3 credits

Assessment is a vital part of the learning process, whether in higher education or elementary school. This course explores types of external assessments and data produced within a well- organized, well-structured, positive, nurturing and supportive learning environment. It will also explore project-based learning, performance assessment, standards-based assessments, progress monitoring, and the range of assessments in use in school systems. Finally, the course will cover basic concepts of assessment such as validity and reliability, and consider state and national comparisons, including valid and inappropriate inferences from these data.

MED 6910 - Collaborative Teaching and Learning Seminar - 3 credits

This course is designed to support teacher candidates in their practicum experience and be ready to make an impact on day one in their first educational role. Students in this course will reflect upon the application of their practicum experiences and collaborate with other teacher candidates pursuing the same teaching license. This course is taken in conjunction with either MED 6210 – Practicum Elementary or MED 6410 – Practicum Special Education. Teacher candidates will spend time working in small groups focused on content-specific activities as well as current issues, strategies, and experiences connected to working with students in their licensure area. The whole group seminar sessions will focus on contemporary educational topics that are critical for pre-service teachers to be competent in such as building strong family and community connections, classroom leadership, social-emotional learning, and research-based instructional methods while thinking critically about diversity, equity, and inclusion for all students.

Corequisite: Must be taken with MED 6210/6410 Field Experience Practicum.

MED 7100 - Independent Study - 1-3 credits

Allows students to pursue particular research interest that is not normally a part of the MED curriculum. Working individually with a graduate faculty mentor, this could involve either directed reading or independent research. Approval of the Director of Graduate Studies in Education required.

Field Work Courses

The Master of Education programs leading to licensure require two field experiences prior to the completion of the degree. This fieldwork is also required by the Department of Elementary and Secondary Education in Massachusetts for licensure candidates, and the college’s requirements are designed to meet State standards. Different programs or student needs may require that different fieldwork arrangements are made from the courses below.