Education Course Descriptions

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Number sequencing next to course name means the following: first digit designates the number of lecture hours for the course; the second digit designates the number of lab, clinic or practicum hours; and the third digit designates the credit hours for the course.

TECP 70 - TECP 92 are professional preparation courses for Teacher Education Conversion Program (TECP) candidates only.

ED 101/TECP 50 Introduction to Exceptionalities 3-0-3
This course introduces the various exceptionalities and related topics in the field of special education including definitions, prevalence, assessment and intervention. It includes discussion of strategies for facilitating students' independence, learning, social connections and self-advocacy skills. Curriculum emphasizes the philosophical and practical applications of valuing students' abilities and diversity and collaborating with educators and families. It will explore curriculum modifications and accommodations, problem-solving strategies and transition issues. 10 hours of field work are required in this course. (TECP candidates have additional course requirements for the certification portfolio.)

ED 104/TECP 51 Foundations of Education 3-0-3
This course focuses on practical instructional strategies for designing developmentally appropriate and challenging learning experiences based on the unique needs of individual learners.  Students use differentiated instruction and universal design for learning as frameworks for designing lessons that meet the needs of diverse learners.  Methods for adapting instruction and supporting students through modifications, accommodations, and assistive technology are explored.  Students will collect a repertoire of evidence-based strategies for identifying and addressing the reading, writing, math, and study skills of students with disabilities. Through field experience, students have the opportunity to observe in the classroom and gain practical experience planning, delivering, adapting, and reflecting upon a series of individualized lessons. 10 hours of field work are required. (Prerequisites: ED 101/TECP 51 and EN 101)

This course focuses on practical instructional strategies for designing developmentally appropriate and challenging learning experiences based on the unique needs of individual learners.  Students use differentiated instruction and universal design for learning as frameworks for designing lessons that meet the needs of diverse learners.  Methods for adapting instruction and supporting students through modifications, accommodations, and assistive technology are explored.  Students will collect a repertoire of evidence-based strategies for identifying and addressing the reading, writing, math, and study skills of students with disabilities. Through field experience, students have the opportunity to observe in the classroom and gain practical experience planning, delivering, adapting, and reflecting upon a series of individualized lessons. 10 hours of field work are required. (Prerequisites: ED 101/TECP 51 and EN 101)

ED 106 Paraeducator Portfolio 1-6-3
As a requirement of the No Child Left Behind legislation, paraeducators must complete a portfolio demonstrating knowledge and skills competencies in the areas of math, reading and writing, and the ability to assist in math, reading and writing instruction. This course guides students in the preparation and completion of the required portfolio through a series of workshops and assignments presented at individual school districts. Upon successful completion of the portfolio, students receive a letter of recognition from the State of New Hampshire Department of Education acknowledging they have achieved "highly qualified" status under No Child Left Behind.

ED 200/TECP 60 Supporting Students with Challenging Behaviors 3-0-3
This course will focus on the knowledge and skills necessary for supporting students with challenging behaviors in various learning environments, using the framework of positive behavioral supports. Students will gain knowledge of the basic assumptions about the context, function, and role of behavior. Students will learn to use a variety of positive behavior intervention techniques to control targeted behavior, support learning, and maintain the attention of students. (10 hours of field observation required.) (TECP candidates have additional course requirements for the certification portfolio.)

ED 201/TECP 61 Legal Issues in Education 3-0-3
Predicated upon legislative requirements such as the Individuals with Disabilities Education Act (IDEA), this course considers the theories and issues explored in ED 101, ED 207, ED 204 and ED 212 in the context of inclusive instructional settings. Students will develop an understanding of the various legal requirements as well as effective instructional strategies for curriculum adaptation and delivery within the context of Federal and NH State Special Education and Education laws and procedures. (Prerequisite: ED 207 or permission of department head of Education) (TECP candidates have additional course requirements for the certification portfolio.)

ED 203/TECP 62 Teaching Strategies for Diverse Learners      3-0-3
The focus of this course is on the development of typical speech and language skills and the effects of various disabilities on language development, including impaired speech, reading, language, and processing. The characteristics of children and youth with language disabilities are discussed. Strategies to assist students' functioning in school, at home and in the community are explored. Emphasis is placed on accommodating students versus "helping" students by completing work for them. A variety of practical techniques is studied and practiced through in and out of class exercises. Collaborative teaching is used by students to demonstrate their knowledge and skills. In addition, students learn a variety of study strategies, including mnemonics, double column notes, reading strategies, concepts of active versus passive learning, and organization and time management skills. Students are expected to work in small groups to develop strategies to teach these various skills to their peers in the class. In addition, students work a minimum of 20 hours in an approved field site. Students maintain a record of their field work. Innovation and creativity are critical for success in this course. (Prerequisites: ED 101 and EN 101; or permission of department head of Education) (TECP candidates have additional course requirements for the certification portfolio.)

ED 204/TECP 63 Instructional Technology 3-0-3
This course presents the theory and strategies for effective integration of technology resources and technology-based methods of instruction, and assistive technology designed for students with disabilities. A background of mediated instruction will be provided along with a review of the qualities and benefits of various technology options, including assistive technology, available to instructional settings. Opportunities to apply instructional delivery using common forms of media, multimedia, computers and specialized programs for students with disabilities will be integral to this course, in addition to contemplation of future issues of integration of technology and matters of time and place of the learning experience. (Prerequisite: ED 207 or permission of department head of Education) (TECP candidates have additional course requirements for the certification portfolio.)

ED 207/TECP 64 Teaching and Learning Process 3-0-3

An applications-oriented version of the prerequisites, this course provides an examination of the various contemporary theories of teaching and learning. It will focus on developing an understanding of the learning needs and learning styles of students as individuals in the context of the learning environment. Attention will also be given to the assorted instructional modalities which may be employed and the issues involved in matching teaching methods to students' learning styles while considering the context and environment of the learning experience. (Prerequisites: ED 101 or ED 104) (TECP candidates have additional course requirements for the certification portfolio.)

ED 208/TECP 68 Content Literacy 2-0-2
This course focuses on methods for integrating explicit instruction of effective reading comprehension strategies into content area teaching.  Before, during, and after reading strategies that will help students to comprehend challenging content area reading material will be introduced and practiced. Mentor texts will be used to demonstrate text structure and make the connection between reading and writing in the content areas.  Students will learn strategies for motivating and engaging students with reading, modeling effective reading and writing strategies, guiding comprehension, facilitating metacognitive discussions, and teaching vocabulary and study skills. Methods for assessing and developing literacy skills associated with the Common Core Sate Standards will be discussed.  Methods for differentiating and accommodating for struggling readers including the use of assistive technology will also be explored. (Prerequisites: ED 104/TECP 51)

ED 209/TECP 66  Curriculum and Assessment 4-0-4
This course focuses on designing appropriately challenging learning experiences based on curriculum standards and individual needs. Students will learn strategies for direct and indirect instruction, supporting self-directed and collaborative learning, and promoting critical thinking and problem solving through questioning. Classroom management strategies that promote student engagement and a positive learning climate will be explored.  Students will learn how to select, design, conduct, interpret, and use the results of formative and summative assessments.  Use of the common core state standards in the planning, instruction, and evaluation process will be examined. 10 hours of classroom observation are required. (Prerequisites: ED 104/TECP51 or ED101/TECP 50 or permission of the Department Head of Education)

ED 210/TECP 69 Cross-Cultural Education: Professional Learning Community    1-0-1
This course offers candidates a professional forum for researching, reviewing, and discussing socio-cultural contexts and topics in language teaching and education.  In the course candidates will develop a broad-based understanding of cross-cultural education and discover appropriate practices and techniques for the multi-cultural classroom.  The course is a requirement for all education and TECP candidates. (Prerequisite: Permission of the Department Head of Education)

ED 211/TECP 67 Reading and Language Development 2-0-2
This course focuses on assessing and addressing student literacy skills.  Students will learn about the language development process and demonstrate their ability to use a variety of assessments to identify the language skills and needs of individual learners.  Using data driven, collaborative decision making, students will plan appropriate interventions.  Research based methods for teaching phonics, vocabulary, spelling, fluency, reading comprehension, and writing will be explored.  Students will learn how to guide readers and writers in developing effective strategies for reading, writing, speaking, and listening.  Authentic, evidence-based, differentiated instruction linked to the common core standards will be emphasized.  (Prerequisites: ED 104/TECP 51)

ED 212/TECP 65 Design of Instruction 3-0-3
An introduction to the design and development of the content of learning experiences. Curriculum theory will be introduced, and an examination of the processes of curriculum development, use and evaluation will also be investigated. The broad questions, "What do students need to learn?" , "How is the learning experience most effectively managed?" and "How do we know the desired outcome was attained?" will be addressed. (Prerequisite: ED 207 or permission of department head of Education) (TECP candidates have additional course requirements for the certification portfolio.)

ED 220 Field Experience in Education 1-6-3
Practical experience in a learning environment. The student spends a minimum of 45 hours per semester in a supervised assigned learning environment and participates in a weekly seminar. In the instructional environment, students will work with individuals and groups, as well as develop and deliver an instructional unit. This is a concentration requirement for the Associate in Science in Education program. (Prerequisites: interview required and permission of Department Head of Education)

ED 221/TECP 86 Introduction to Linguistics 3-0-3
The course focuses on linguistics, the scientific study of language. We will explore the properties of language and the linguistic challenges faced by English language learners. The course will expand upon the subfields within the linguistics: phonetics and phonology, morphology and syntax, semantics and pragmatics. Concepts relevant to teaching English will be taught: pronunciation, grammar, and vocabulary. Language variation and written discourse will also be addressed as well as how to apply this knowledge to the English language classroom. Linguistic principles and features of both English and other languages will be examined to promote familiarity with the language experiences of English language learners. A native speaker of a world language will act as a “grammar text” as we decipher an unknown grammar in a field methods format. This course is required for those in the TECP: ESOL certification program. Others must have permission from the Director of TECP or the Director of Cross Cultural Education. (Prerequisites: ED 101, ED 104, minimum of B average in EN 101.)

ED 222/TECP 87 Language, Reading, and Literacy in ESOL 3-0-3
This course is designed to assist student educators in constructing a favorable learning environment for their English language learners with regard to reading and literacy in the content area. Appropriate literacy strategies, instruction and assessments will be evaluated, and various aspects of first and second language acquisition will be examined. All aspects of second language development will be considered such as phonemic awareness, vocabulary, fluency, comprehension, and writing. Approaches for assisting young and older learners with reading comprehension will be addressed, and students will learn to adjust language instruction to meet the developmental literacy needs of the language learners from various socio-cultural, educational, and linguistic backgrounds. Students will have weekly opportunities to work as one-on-one content tutors with English language learning needs 1) to develop an understanding of various language learning needs, and 2) to increase educator effectiveness in improving student skills. Assessing and tracking English language learner progress will be explored. In additions, there will be a 20-hour services learning component wherein students will support ESOL learners and their community. This course is required for those in the TECP: ESOL certification programs. Others must have permission from the Director of TECP or the Director of Cross Cultural Education.

ED 223 Instructional Approaches in ESOL Tutoring 2-3-3
This course focuses on the development of the knowledge and skills needed in tutoring ESOL (English for Speakers of other Languages) learners. The content of this course includes a variety of useful techniques in the field, including the strategies for tutoring learners in developing reading comprehension skills. Through interactive instruction, group discussions and practical activities, students will demonstrate a clear understanding of their role as educational supporters of ESOL teachers and language tutors in assisting ESOL learners with school work, cultural transition and social interaction. This course includes a minimum of 45 hours of practicum which provides the opportunity to apply the techniques learned in class. (Prerequisite: ED 101 or ED 104 and/or permission of the department head of Education)

ED 230 Essentials of Career and Technical Curriculum and Instruction 3-0-3
This course will explore the history, philosophy, principles, organization, and operation of career and technical education in the United States. Students will develop a functional understanding of the role and responsibilities of a professional career and technical educator. This course will provide the participant with the foundation and skills needed to design, implement and manage a curriculum in career and technical education. Identification of resources and occupational analysis, derivation of content, formulation of objectives, defining measurable learning outcomes and the selection and development of activities and evaluation methods will be explored.

TECP 70 Special Education Assessment 3-0-3
This course will prepare pre-service and in-service teachers to be able to assess the achievement of students with special needs. It examines various assessment strategies. It includes the examination of the NH state curriculum frameworks, NH Rules for students with disabilities, IDEIA regulations, and informal and formal assessment methods. Students will apply the assessment techniques in a case study format. They will utilize the assessment results to implement successful teaching/learning strategies in education settings for students with disabilities. This course addresses specific New Hampshire State Standards for certification in the area of general special education. (Prerequisites: acceptance in the General Special Education Conversion program or approval from TECP director)

TECP 71 Consultation/Collaboration and Individual Education Plans (IEP) 3-0-3
This course is an examination of the collaborative/consultative model in education and the skills necessary for that approach. It focuses on the state curriculum frameworks, the NH state Rules for students with disabilities, and federal (IDEIA) and local guidelines regarding the education of students with special needs. This course includes examination of the concepts and skills necessary for IEP and Team development such as, the development of student profiles, goals, objectives, communication and collaboration skills, leadership skills, and knowledge of the theories of change. This course addresses specific New Hampshire State Standards for certification in the area of general special education. (Prerequisites: acceptance in the General Special Education Conversion program, ED 101, ED 200, ED 203 and/or approval from TECP director)

TECP 80 Methods/Student Teaching for Middle/Secondary School Mathematics 2-30-12
This course will prepare prospective teachers with the methods for teaching mathematics at the middle/secondary school level. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in student teaching placement. This course requires a full time placement in an educational setting appropriate for the intended certification area. Students work toward mastery of attitudes, techniques and professional practice for successful teaching. Supervision is provided a by college supervisor and a field-based professional. This course addresses specific New Hampshire State Standards for certification in the following content areas: Mathematics 5-8 and Secondary Mathematics 7-12 and Professional Education Standards (NH Standard Ed 610). (Prerequisite: permission from the TECP director)

TECP 81 Methods/Student Teaching for Middle/Secondary School Science Teachers 2-30-12
This course will prepare prospective teachers for teaching science at the middle/secondary school level. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in the student teaching placement. In addition to the seminar, this course requires a full time placement in an educational setting appropriate for the intended certification area. Students work toward mastery of attitudes, techniques and professional practices for successful teaching. Supervision is provided by a college supervisor and a field-based professional. This course addresses specific New Hampshire State Standards for certification in the following content areas: Biology, Chemistry, General Science, Earth Science, Physical Science, Physics and Professional Education Standards (NH Standard Ed 610). (Prerequisite: completion of previous coursework in TECP and permission from the TECP director)

TECP 82 Methods and Practicum in General Special Education 2-15-7
This course will prepare prospective teachers for teaching in general special education K-12. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in the student teaching placement. In addition to the seminar, this course requires a semester-long, placement in an educational setting appropriate for the intended general special education area. Students work toward mastery of attitudes, techniques and professional practices for successful teaching. A college supervisor and a field-based professional provide supervision. Students document a minimum of 300 hours of work in the schools, including referral, observations, teaching, assessment, remediation, aiding with transition issues, IEP development and implementation, consultation, collaboration, and designing and implementing behavioral programs. Seminars meet weekly throughout the semester. This course addresses specific New Hampshire State Standards for certification in the area of general special education. (Prerequisites: acceptance in the General Special Education Conversion program, completion of previous general special education coursework, acceptance into student teaching, and approval from TECP director)

TECP 83 Methods and Student Teaching in General Special Education 2-30-12
This course will prepare prospective teachers for teaching in general special education K-12. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in the student teaching placement. In addition to the seminar, this course requires a full time semester-long, placement in an educational setting appropriate for the intended general special education area. Students work toward mastery of attitudes, techniques and professional practices for successful teaching. A college supervisor and a field-based professional provide supervision. Students document the hours of work in the schools, including referral, observations, teaching, assessment, remediation, aiding with transition issues, IEP development and implementation, consultation, collaboration, and designing and implementing behavioral programs. Seminars meet weekly throughout the semester. This course addresses specific New Hampshire State Standards for certification in the area of general special education. (Prerequisites: acceptance in the General Special Education Conversion program, completion of previous general special education coursework, acceptance into student teaching, and approval from TECP director)

TECP 88 Curriculum & Design and Assessment in ESOL 4-0-4
This course presents theories, tools, and techniques, and materials in the development of curricula which address the language and content needs of English language learners. The methodology for teaching such learners will be covered as well as how to plan and implement an adapted or differentiated curriculum to meet student need. Strategies that promote student success such as scaffolding and that create an effective learning environment for both the language and content classroom with be examined. Additionally, students will work with authentic formal and informal pre- and post-instructional assessments and will explore methods by which language proficiency, acculturation, and content may be measured. Student will create, judge, and adapt their own assessment tools as questions regarding standardized assessments will be raised. Is this assessment culturally sensitive? Is this assessment and authentic measurement of the language learners' progress? Is this assessment valid? Appropriate testing accommodations for English language learners will also be considered. The role the NH Department of Education plays in ensuring that schools maintain legal compliance and equitable, accessible education for English language learners will be discussed as well as the rights and responsibility of NHTI's ESOL programs under Title III funding and No Child Left Behind. The State's K-12 language placement screening, W-APTTM, and its proficiency test, ACCESS of ELLS®, as well as how the ESOL teacher becomes a certified W-APTTM or ACCESS for ELLs® test administrator, will be outlined. The State's adoptions of WIDE® English Language Proficiency Standards and its curriculum will be explored. This course is required for those in the TECP: ESOL certification program. Others must have permission from the Director of TECP or the Director of Cross-cultural Education. This course requires 10 hours of field work.

TECP 90 Supervised Student Teaching/Theory, Practice, and Methods/Materials in ESOL Education 2-30-12
This is a semester long, field-based course designed to integrate and apply previous course work in ESOL certification. Students document their work in the schools, including planning, teaching and consultation and aiding with transition issues. Students assume the full range of teaching responsibilities while supervised in the field. Seminars meet weekly throughout the semester. This course also focuses on communicative interactions between and within different culture groups. We will explore issues related both to effective cross-cultural communication and to miscommunication. An examination of how one's own cultural values and norms affect and guide intercultural interactions will guide class discussions and projects. Concepts such as power distance, hierarchy, uncertainty avoidance, non-verbal communication, and other intercultural communicative features will be explored, and ethnocentrism, stereotyping, and other value-based judgments will be addressed. (Prerequisites: acceptance in the ESOL Conversion Program, completion of the pervious ESOL coursework and department head approval. Candidates enrolling in this course hold a teaching certification)

TECP 91 Practicum, Methods/Materials, and Culture in ESOL Education 2-15-7
This is a semester long, field-based course designed to integrate and apply previous course work in ESOL certification. Students document their work in the school, including planning, teaching, and consultation and aiding with transition issues. Students assume the full range of teaching responsibilities while supervised in the field. Seminars meet weekly throughout the semester. Students document a minimum of 300 practicum hours. This course also focuses on communicative interactions between and within different culture groups. We will explore issues related both to effective cross-cultural communication and to miscommunication. An examination of how one's own cultural values and norms affect and guide intercultural interactions will guide class discussions and projects. Concepts such as power distance, hierarchy, uncertainty avoidance, non-verbal communication, and other intercultural communicative features will be explored, and ethnocentrism, stereotyping, and other value-based judgments will be addressed. (Prerequisites: acceptance in the ESOL Conversion Program, completion of the previous ESOL coursework and department head approval. Candidates enrolling in this course hold a teaching certification.)

TECP 92 The Teaching Portfolio 1-0-1
This course is offered to continue to assist TECP candidates with their professional portfolio development.  The portfolio is a program requirement for certification.  In this course candidates will continue to add coursework and practicum (or student teaching) evidence and reflections to the portfolio. Candidates will prepare their portfolio for review before application for certification. All coursework and practicum and student teaching work is aligned to NH State Standards and TECP goals. Offered every semester.  (Prerequisite: Permission of the Department Head of Education)

Admissions
31 College Drive
Concord, NH 03301
(603) 230-4011
nhtiadm@ccsnh.edu