Register for a Graduate Teacher Education Course

This is a preparation course to help students prepare for the required Massachusetts Tests for Educator Licensure. In this preparation course, students will review strategies for the various MTEL tests. The course will cover test-taking strategies and approaches, practice tests, and offer targeted feedback. 

This course runs January 20–March 6.

This is a preparation course to help students prepare for the required Massachusetts Tests for Educator Licensure. In this preparation course, students will review strategies for the various MTEL tests. The course will cover test-taking strategies and approaches, practice tests, and offer targeted feedback. 

This course runs January 20–March 6.

This course covers current policy and practice related to English Learners (ELs) in schools with a special focus on Sheltered English Immersion (SEI) Settings. Topics will include diversity issues, content/academic vocabulary development and literacy skills (including listening, speaking, reading and writing) to provide teachers with the knowledge and strategies to support ELs in classrooms. 

This course runs January 20–March 6 on Wednesdays from 4:30–8 p.m.

This course introduces students to the reality of schools as diverse spaces encompassing a range of student needs and examines efforts to ensure equity in education. Issues of race, class, culture, language, gender, gender identity and expression, sexual orientation, and ability will be discussed & examined, especially how they intersect to reproduce inequality.  Students will reflect on individual beliefs in relation to social justice education and democratic education and examine unintended consequences of policy/practice that create or perpetuate inequitable environments and opportunities in schools. Strategies for promoting educational equity and inclusivity will be discussed. 

This course runs January 20–March 6 on Tuesdays from 4:30–8 p.m.

This course will examine intersectionality and the complex racial, gendered, and class-based dimensions that perpetuate inequitable environments and opportunities in schools. We will explore critical race theory (CRT) and its theoretical relevance as a framework to examine and challenge disparate educational opportunities for students of color. The course will offer an examination of the policies, procedures, and structures that perpetuate disproportionality and overrepresentation.  This course will analyze assumptions about race, gender, and class, as well as how these dynamics play out in U.S. public schooling and history through political, sociological, theoretical, and pedagogical lenses. 

This course runs January 20–March 6 on Thursdays from 4:30–8 p.m.

In this course, autistic behavior, including tenets of neurodiversity, sociocultural views of "normalcy," and self-regulation will be explored. Participants in the course will examine a range of strategies and systems to support, develop, actualize, and sustain positive behavior. Participants will examine sensory development and regulation, connections to behavior, stress, and learn de-escalation techniques. 

This course runs January 20–March 6 on Mondays from 4:30–8 p.m.

This course explores supportive, preventative, and proactive approaches to addressing the social and academic behaviors of students with disabilities and other diverse populations. Strategies for developing a positive classroom climate to support social and emotional development, including trauma and anxiety, will be central to the learning of the course. A variety of approaches, including the connection between communication & behavior, identifying contributing factors to challenging behavior, FBA, and behavior support plans will be explored.

This course runs March 16–May 3 on Wednesdays from 4:30–8 p.m.

This course focuses on race, religion, culture, and language through the lens of social justice education. This course will unpack bias and explore the diverse ways in which power and traditional structures intersect with different cultural, social, and religious practices. We will examine strategies for designing and creating safety in classrooms, schools, educational spaces, and communities which honor students’ cultural backgrounds and lived experiences. The course will explicitly examine privilege, equity, and cultural responsiveness in educational spaces.

This course runs March 16–May 3 on Thursdays from 4:30–8 p.m.

This course explores quality of life considerations, measures, and supports for autistic students/persons. Educators will learn techniques to support autistic students moving from school to adult life, including developing self-advocacy skills, educator advocacy/allyship, family advocacy, person-centered planning, and transition plans. Ethical issues and philosophical challenges relating to sociocultural context, theories, and positioning, anti-oppressive education, and involvement/lack of involvement of self-advocates' perspectives will be explored in the development of pathways to higher education, career and technical education, employment, and independent living. 

This course runs March 16–May 3 on Thursdays from 4–7:30 p.m.

This course explores how curriculum built on the goal of student understanding, integrated with instructional approaches that emphasize reaching every learner, can provide teachers with more specific teaching targets and more flexible ways to reach them. Students will examine the teaching, instruction, and curricula required to meet the needs of diverse learners, who by virtue of their experiential, cultural, and socioeconomic backgrounds, challenge traditional curriculum and instructional programs.  

Course participants will determine how to deconstruct curricular barriers and create and apply curricular solutions, including assistive technology and AAC, to maximize access and academic success. 

This course runs January 20–May 3 on Wednesdays from 4:30–7 p.m.

This three-credit course provides an opportunity to unpack the perspective of various academic content areas through action/inquiry research. This course will assist teacher candidates in developing professional voice through the inquiry process. Inquiry and action research provides educators, administrators, and community leaders with a method to study classroom challenges using an emic, or “insiders” perspective in order to investigate and improve their practice. This course will provide teacher candidates with the knowledge and skills needed to use action/inquiry research as a basis to make curricular and instructional decisions both school-wide and at the classroom level and develop an action research project to address a school or classroom issue.

This course runs January 20–May 3 on Mondays from 4:30–7 p.m.

This three-credit course addresses issues in the assessment of children and youth with disabilities, and reviews norm-referenced and criterion-referenced assessments, developmental scales, and formal and informal observation techniques. Students will acquire an understanding of the issues related to selecting and administering a variety of assessment tools, and to interpreting, communicating and utilizing data from assessments to support the education of students with disabilities.

This course runs January 20–March 6 and meets in-person in Boston on January 31 & February 1 and February 28 & March 1 from 8 a.m.–5 p.m. 

This graduate course focuses on the Individual Education Program (IEP) and the role of the special educator in the process, from pre-referral to eligibility determination and placement, as well as implementation. Federal and state laws related to special education will be explored. Collaboration, communication, building trust, and relationships with families and school/community colleagues will be an emphasis of the course.

This course runs March 16–May 3 and meets in-person in Boston on March 21 & 22 and April 18 & 19 from 8 a.m.–5 p.m. 

This three-credit course addresses issues in the assessment of children and youth with disabilities, and reviews norm-referenced and criterion-referenced assessments, developmental scales, and formal and informal observation techniques. Students will acquire an understanding of the issues related to selecting and administering a variety of assessment tools, and to interpreting, communicating and utilizing data from assessments to support the education of students with disabilities.

This course runs January 20–March 6 and meets in-person on Cape Cod on January 24 & 25 and February 21 & 22 from 8 a.m.–5 p.m. 

This graduate course focuses on the Individual Education Program (IEP) and the role of the special educator in the process, from pre-referral to eligibility determination and placement, as well as implementation. Federal and state laws related to special education will be explored. Collaboration, communication, building trust, and relationships with families and school/community colleagues will be an emphasis of the course.

This course runs March 16–May 3 and meets in-person on Cape Cod on March 28 & 29 and May 2 & 3 from 8 a.m.–5 p.m.