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 May 9–June 24.

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 May 9–June 24 on Thursdays 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 May 9–June 24 on Wednesdays 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 May 9–June 24 on Thursdays from 4:30–8 p.m.

This course will review social understanding, stress, anxiety and trauma in autistic people. The course will explore the role of anxiety, stress, and trauma on relationships, self-regulation, health/ well-being and academic achievement. This course will stress intersectionality and explore gender/culture/race influences on understanding autism. Course participants will develop social supports and curricula focused on neurodiverse social behavior that help to mitigate the effects of stress/anxiety/trauma and develop resilience.

This course runs May 9–June 24 on Mondays from 4:30–8 p.m.

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 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 May 9–June 24 on Mondays 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 May 9–June 24 on Mondays 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 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 May 9–June 24 and meets in-person in Boston on May 9 & 10 and April 20 & 21 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 in Boston on July 18 & 19 and August 8 & 9 from 8 a.m.–5 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 May 9–June 24 and meets in-person on Cape Cod on May 9 & 10 and April 20 & 21 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.