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 June 27–August 12.

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 June 27–August 12 on Tuesdays from 4:30–8 p.m.

This course will examine the complexities of gender, identity, expression, and sexual orientation in schools, as well as how their interrelated dynamics and complexities unfold in the history of U.S. schools to present day. The course will explore the concepts of identity development and school structures that disenfranchise non-binary and LGBTQA+ students and examine constructions of gender identity, sexuality, and equality and binary/nonbinary conceptions. The course will examine inclusivity and exclusion through an examination of gender models, perpetuation of stereotypes, and implicit biases. The course analyzes key conceptual and methodological frameworks of gender, class, sexuality, power, and intersectionality.

This course runs June 27–August 12 on Wednesdays from 4:30–8 p.m.

This course provides class participants with an introduction to autism and neurodiversity, a grounding in the neurodiversity paradigm, and exposure to autistic self-advocates and perspectives. The course will include an examination of the sociopolitical context and the resulting ideals, conceptions, assumptionst and biases in education, media, and community. Course participants will unpack educational discourse, diagnosis, labels, and the ethics of different educational approaches and ideals. The course will explore tenets of collaboration and the complexity of different organizational approaches.

This course runs June 27–August 12 on Thursdays from 4:30–8 p.m.

This course examines and unpacks contemporary issues in the field of education and provides prospective teachers with a beginning foundation for understanding the teaching profession and the US education system, including policy and governance. The historical, legal, ethical, and pedagogical foundations for social justice education and democratic education will be explored, as well as the education reform context and emerging policies. The course will include an examination of professional ethics and standards.

This course runs June 27–August 12 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, functional behavioral assessment (FBA), and behavior support plans, will be explored.

This course runs June 27–August 12 and meets in-person in Boston on July 18 & 19 and August 8 & 9 from 8 a.m.–5 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, functional behavioral assessment (FBA), and behavior support plans, will be explored.

This course runs June 27–August 12 and meets in-person on Cape Cod on July 11 & 12 and August 1 & 2 from 8 a.m.–5 p.m.

In this course, teacher candidates will spend the semester within a fieldwork setting aligned with their area of licensure. Teacher candidates will design and implement cross-cutting lessons in their area of licensure and will also have experience evaluating and utilizing high-quality curricular materials, collaborating across the school setting, assessing students’ understanding, and designing individualized plans for students.  Teacher candidates will receive targeted feedback throughout the semester from a qualified supervising practitioner and Stonehill course instructor. 

This course runs August 24–December 6 on Mondays, Tuesdays or Thursdays from 4:30–7 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 August 24–October 11 on Thursdays from 4:30–8 p.m.

This course examines and unpacks contemporary issues in the field of education and provides prospective teachers with a beginning foundation for understanding the teaching profession and the US education system, including policy and governance. The historical, legal, ethical, and pedagogical foundations for social justice education and democratic education will be explored, as well as the education reform context and emerging policies. The course will include an examination of professional ethics and standards.

This course runs August 24–October 11 from 4:30–8 p.m. or October 19–December 6 on Wednesdays 4:30–8 p.m.

This course will provide students with the opportunity to explore the educational foundations of bilingual and dual language education through an equity lens.  Students will examine the history of language education throughout the world, specifically looking at the history and theoretical foundations of language education in the United States, including the political contexts and legal foundations.  Students will explore multidisciplinary perspectives on bilingualism and biculturalism and will analyze equity within bilingual and dual language education programs.

This course runs August 24–October 11 on Wednesdays from 4:30–8 p.m.

This course will expand students’ knowledge of inclusive instructional design.  Students will explore key themes of culturally responsive teaching and will learn how to integrate these practices into the inclusive bilingual classroom.  Students will design and implement lessons using culturally responsive and evidence-based instructional practices.

This course runs October 19–December 6 on Wednesdays from 4:30–8 p.m.

This course will disability through the lens of democratic education. The concepts of equity, ableism, and “othering” will be examined through philosophical educational theories to unpack pervasive disagreement about the best methods for improving outcomes for students with disabilities. The course will explore repositioning schools as democratic spaces where diversity and individuality can be enhanced and better understood. Theories of democracy and democratic education will be explored as a means of a more socially just orientation of disability. 

This course runs October 19–December 6 on Mondays from 4:30–8 p.m.

This course will explore communication and competence, from the highly to the minimally or non-verbal autistic student, and the theoretical foundations of speech, language and communication. The core skills of communication, communication reciprocity, core skills necessary for social communication and literacy development will be a focus. The course will examine frameworks for effective communication strategies and approaches, as well as the role of communication in social understanding/interaction and behavior. The impact of cultural values and beliefs on communication will be examined. Collaborative and interdisciplinary models of support and service delivery be will and be guided by self-advocate accounts. 

This course runs October 19–December 6 on Mondays from 4:30–8 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 August 24–October 11 and meets on campus on August 29–30 and September 26–29 from 8 a.m.–5 p.m.

This course explores literacy for young learners and how to effectively teach literacy to all students. Course participants will learn how to design literacy lessons, utilizing universal design for learning and assessment practices, to create thriving readers and writers. Participants will learn how to design and implement lessons focused on phonemic awareness, comprehension, oral reading fluency, and vocabulary.  Strategies to assess students’ literacy growth will also be addressed.

This course runs August 24–October 11 on Tuesdays from 4:30–8 p.m.

This course explores language and literacy instruction for middle/high school students with disabilities. The course will emphasize how to design literacy lessons for diverse adolescent learners, including how to assess students’ literacy progress. Course participants will learn about all aspects of reading and explore how to support students’ needs in all areas. Participants will also learn specific strategies to support students writing skills throughout all content areas.

This course runs August 24–October 11 on Tuesdays from 4:30–8 p.m.

This three-credit course is designed for future teachers and covers topics such as number sense, number systems and the meaning of operations. It also includes discussions on fractions, ratios, proportions, and number theory. The course explores the developmental progressions and learning trajectory in children regarding number and operations.

This course runs August 24–October 11 on Tuesdays from 4:30–8 p.m.

This three-credit course provides an in depth look at the teaching and learning of science in the middle school (grades 5-8). Students will acquire an understanding of the content (Earth & Space Science, Life Science, Physical Science, Technology & Engineering) and practices of middle school science along with highly effective instructional practices for teaching science to early adolescents. This course is centered around inquiry learning, and authentic assessment for science in the middle school.

This course runs August 24–October 11 on Tuesdays from 4:30–8 p.m.

This course explores language and literacy for middle/high school students with disabilities. Reading and writing challenges for students in middle and high school, including literacy challenges that develop due to development, gaps in learning, English language acquisition, engagement and motivation, and identified disabilities such as Specific Learning Disabilities, Dyslexia, and Autism Spectrum Disorders will be addressed. The course will emphasize instructional design and techniques, RTI, and progress monitoring to boost student achievement and literacy outcomes, including comprehension, vocabulary, and writing for diverse student populations. Assessment for middle/high school students with disabilities will be addressed.   

This course runs August 24–October 11 on Thursdays from 4:30–8 p.m.

This course examines the role of school in adolescents’ identity development, middle school/middle level education and philosophy, including the historical context to current best practice. Emphasis is on the adolescent brain, the developmental, emotional, and intellectual traits of the diverse adolescent learner, and resulting implications for teaching and learning. Adolescent learners are examined in and out of school contexts, with an emphasis on diversity, culture, and inclusivity and historically minoritized groups. 

This course runs August 24–October 11 on Wednesdays from 4:30–8 p.m.

This course examines methods of teaching mathematics to diverse learners and contemporary methods of math assessment to ensure all students succeed mathematically. Course participants will develop instructional routines and apply standards in the design of curricula to improve how math can be humanized in classrooms. The course explores issues related to technology, math pedagogy, and math equity.

This course runs October 19–December 6 on Thursdays from 4:30–8 p.m.

This course examines the pedagogy of math instruction for middle and high school aged diverse students. The course will explore instructional strategies and routines to support all learners to develop mathematical thinking. Participants will develop instructional routines and apply standards in the design of curricula to improve how math can be humanized in classrooms. The course explores issues related to technology, math pedagogy, and math equity.

This course runs October 19–December 6 on Thursdays from 4:30–8 p.m.

This three-credit course is designed for future teachers and delves into the fundamentals of Euclidean geometry to provide an in-depth understanding. It explores geometric concepts relevant to elementary and middle school mathematics, emphasizing an explorative approach supported by technological tools such as dynamic geometry software.

This course runs October 19–December 6 on Tuesdays from 4:30–8 p.m.

This three-credit course provides an in depth look at the teaching and learning of mathematics in the middle school (grades 5-8). Students will acquire an understanding of the content (ratio and proportionality; expressions and equations; statistics and probability; the number system; geometry; and functions) and practices of middle school mathematics along with highly effective instructional practices for teaching mathematics to early adolescents. This course is centered around high leverage routines, problem-based learning, and authentic assessment for mathematics in the middle school. 

This course runs October 19–December 6 on Thursdays from 4:30–8 p.m.

This course provides an introduction to the theory and practice of teaching the social studies, including history, civics and government, geography, and economics, at the middle level. The course begins with unpacking teacher candidate beliefs about teaching, learning, and history, and how they impact teaching and learning. Teacher candidates will design lessons, units of study, and assessment through the lens of UDL, democratic and social justice education, while attending to the diversity of today’s classrooms.

This course runs October 19–December 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 August 24–October 11 and meets in-person in Boston on September 6, 7, 27 and 28 from 8 a.m.–5 p.m.

This course examines methods of teaching mathematics to diverse learners and contemporary methods of math assessment to ensure all students succeed mathematically. Course participants will develop instructional routines and apply standards in the design of curricula to improve how math can be humanized in classrooms. The course explores issues related to technology, math pedagogy, and math equity.

This course runs August 24–October 11 and meets in-person in Boston on August 29 & 30 and September 26 & 27 from 8 a.m.–5 p.m.

This course examines the pedagogy of math instruction for middle and high school aged diverse students. The course will explore instructional strategies and routines to support all learners to develop mathematical thinking. Participants will develop instructional routines and apply standards in the design of curricula to improve how math can be humanized in classrooms. The course explores issues related to technology, math pedagogy, and math equity.

This course runs August 24–October 11 and meets in-person in Boston on August 29 & 30 and September 26 & 27 from 8 a.m.–5 p.m.

This course examines and unpacks contemporary issues in the field of education and provides prospective teachers with a beginning foundation for understanding the teaching profession and the US education system, including policy and governance. The historical, legal, ethical, and pedagogical foundations for social justice education and democratic education will be explored, as well as the education reform context and emerging policies. The course will include an examination of professional ethics and standards.

This course begins October 19 and meets in-person in Boston on October 25 & 26 and December 13 & 14 from 8 a.m.–5 p.m.

This course explores literacy for young learners and how to effectively teach literacy to all students. Course participants will learn how to design literacy lessons, utilizing universal design for learning and assessment practices, to create thriving readers and writers. Participants will learn how to design and implement lessons focused on phonemic awareness, comprehension, oral reading fluency, and vocabulary.  Strategies to assess students’ literacy growth will also be addressed.

This course runs October 19–December 6 and meets in-person in Boston on October 24 & 25 and December 4 & 5 from 8 a.m.–5 p.m.

This course explores language and literacy instruction for middle/high school students with disabilities. The course will emphasize how to design literacy lessons for diverse adolescent learners, including how to assess students’ literacy progress. Course participants will learn about all aspects of reading and explore how to support students’ needs in all areas. Participants will also learn specific strategies to support students writing skills throughout all content areas.

This course runs October 19–December 6 and meets in-person in Boston on October 24 & 25 and December 5 & 6 from 8 a.m.–5 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 August 24–October 11 and meets in-person on Cape Cod on September 13 & 14 and October 4 & 5 from 8 a.m.–5 p.m.

This course explores literacy for young learners and how to effectively teach literacy to all students. Course participants will learn how to design literacy lessons, utilizing universal design for learning and assessment practices, to create thriving readers and writers. Participants will learn how to design and implement lessons focused on phonemic awareness, comprehension, oral reading fluency, and vocabulary.  Strategies to assess students’ literacy growth will also be addressed.

This course runs August 24–October 11 and meets in-person on Cape Cod on August 29 & 30 and September 26 & 27 from 8 a.m.–5 p.m.

This course explores language and literacy instruction for middle/high school students with disabilities. The course will emphasize how to design literacy lessons for diverse adolescent learners, including how to assess students’ literacy progress. Course participants will learn about all aspects of reading and explore how to support students’ needs in all areas. Participants will also learn specific strategies to support students writing skills throughout all content areas.

This course runs August 24–October 11 and meets in-person on Cape Cod on August 29 & 30 and September 26 & 27 from 8 a.m.–5 p.m.

This course examines and unpacks contemporary issues in the field of education and provides prospective teachers with a beginning foundation for understanding the teaching profession and the US education system, including policy and governance. The historical, legal, ethical, and pedagogical foundations for social justice education and democratic education will be explored, as well as the education reform context and emerging policies. The course will include an examination of professional ethics and standards.

This course begins October 19 and meets in-person on Cape Cod on October 25 & 26 and December 13 & 14 from 8 a.m.–5 p.m.

This course examines methods of teaching mathematics to diverse learners and contemporary methods of math assessment to ensure all students succeed mathematically. Course participants will develop instructional routines and apply standards in the design of curricula to improve how math can be humanized in classrooms. The course explores issues related to technology, math pedagogy, and math equity.

This course runs October 19–December 6 and meets in-person on Cape Cod on October 31 & November 1 and September December 5 & 6 from 8 a.m.–5 p.m.

This course examines the pedagogy of math instruction for middle and high school aged diverse students. The course will explore instructional strategies and routines to support all learners to develop mathematical thinking. Participants will develop instructional routines and apply standards in the design of curricula to improve how math can be humanized in classrooms. The course explores issues related to technology, math pedagogy, and math equity.

This course runs October 19–December 6 and meets in-person on Cape Cod on October 31 & November 1 and September December 5 & 6 from 8 a.m.–5 p.m.