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Pathway to Teaching - Courses

Required Coursework

The Pathway to Teaching program requires three areas of coursework:

  1. Pedagogy - You will complete all pedagogical coursework requirements through the Pathway to Teaching program
  2. General Education - You can fulfill the General Education requirements with:
    • Transferred credits from other institutions (grades below a C- will not be accepted)
    • Additional coursework at Roberts
    • Prior learning assessment
  3. Content Area - You can receive specialty certification in a given area by completing specified content area requirements through:
    • Transferred credits from other institutions (grades below a C- will not be accepted)
    • Additional coursework at Roberts
    • Prior learning assessment

585.594.6145 or TEACHER_EDUCATION@roberts.edu

 

Course Schedule

Click on your degree concentration of interest below:

Childhood Education & Students with Disabilities (1-6)

Term I
    Credits
MOD 1 EDU 190PT Foundations of Special Education 3
MOD 2 EDU 204PT Social Foundations of Urban Education 3
MOD 3 EDU 104PT Writing for Educators 3
MOD 4 PSY 203PT Child & Adolescent Development 3
Term II     Credits
MOD 5 EDU 301PT Educational Psychology 3
MOD 6 CMP 105PT Academic Literacy Skills 3
MOD 7 EDU 333PT Inclusive Elementary Teaching Methods 3
MOD 8 EDU 320PT Specialized Elementary Teaching Methods 3
Term III     Credits
MOD 9 EDU 303PT Foundations of Multiple Literacies 3
MOD 10 EDU 304PT Application of Literacy Strategies 3
MOD 11 EDU 206PT Diagnostic & Prescriptive Teaching 3
MOD 12 EDU 307PT Assessment of Student Learning 3
Term IV     Credits
MOD 13 EDU 330PT Managing Student Behavior in Inclusive Classrooms 3
MOD 14A EDU 401APT Student Teaching 1.5
MOD 14B EDU 401BPT Student Teaching 1.5
MOD 15 EDU 340PT School, Family, & Community Collaboration 3
MOD 16 EDU 440PT Teaching in Diverse Classrooms 3

Read the full Course Descriptions

 

Adolescence Education 7-12 Students with Disabilities Generalist

Term I
    Credits
MOD 1 EDU 190PT Foundations of Special Education 3
MOD 2 EDU 204PT Social Foundations of Urban Education 3
MOD 3 EDU 104PT Writing for Educators 3
MOD 4 PSY 203PT Child & Adolescent Development 3
Term II     Credits
MOD 5 EDU 301PT Educational Psychology 3
MOD 6 CMP 105PT Academic Literacy Skills 3
MOD 7 EDU 302PT Inclusive Secondary Teaching Methods 3
MOD 8 EDU 31XPT Specialized Secondary Teaching Methods 3
Term III     Credits
MOD 9 EDU 303PT Foundations of Multiple Literacies 3
MOD 10 EDU 304PT Application of Literacy Strategies 3
MOD 11 EDU 206PT Diagnostic & Prescriptive Teaching 3
MOD 12 EDU 307PT Assessment of Student Learning 3
Term IV     Credits
MOD 13 EDU 330PT Managing Student Behavior in Inclusive Classrooms 3
MOD 14A EDU 402APT Student Teaching 1.5
MOD 14B EDU 402BPT Student Teaching 1.5
MOD 15 EDU 340PT School, Family, & Community Collaboration 3
MOD 16 EDU 440PT Teaching in Diverse Classrooms 3

Students in the Adolescence Education programs must also take the following courses (these courses may also count toward fulfillment of General Education or content core coursework):

HST 361PT History for Adolescent Teachers 3
LIT 361PT Literature for Adolescent Teachers 3
MTH 361PT Foundations of Math for Adolescent Teachers 3
SCI 361PT Science for Adolescent Teachers 3

Read the full Course Descriptions

 

Adolescence Education in a Content Area & Students with Disabilities (7-12) Generalist

Term I
    Credits
MOD 1 EDU 190PT Foundations of Special Education 3
MOD 2 EDU 204PT Social Foundations of Urban Education 3
MOD 3 EDU 104PT Writing for Educators 3
MOD 4 PSY 203PT Child & Adolescent Development 3
Term II     Credits
MOD 5 EDU 301PT Educational Psychology 3
MOD 6 CMP 105PT Academic Literacy Skills 3
MOD 7 EDU 302PT Inclusive Secondary Teaching Methods 3
MOD 8 EDU 31XPT Specialized Secondary Teaching Methods 3
Term III     Credits
MOD 9 EDU 303PT Foundations of Multiple Literacies 3
MOD 10 EDU 304PT Application of Literacy Strategies 3
MOD 11 EDU 206PT Diagnostic & Prescriptive Teaching 3
MOD 12 EDU 307PT Assessment of Student Learning 3
Term IV     Credits
MOD 13 EDU 330PT Managing Student Behavior in Inclusive Classrooms 3
MOD 14A EDU 402APT Student Teaching 1.5
MOD 14B EDU 402BPT Student Teaching 1.5
MOD 15 EDU 340PT School, Family, & Community Collaboration 3
MOD 16 EDU 440PT Teaching in Diverse Classrooms 3

Students in the Adolescence Education programs must also take the following courses (these courses may also count toward fulfillment of General Education or content core coursework):

HST 361PT History for Adolescent Teachers 3
LIT 361PT Literature for Adolescent Teachers 3
MTH 361PT Foundations of Math for Adolescent Teachers 3
SCI 361PT Science for Adolescent Teachers 3

 

Course Descriptions

EDU 190PT ... Foundations of Special Education

This course is designed to provide an introduction to the field of special education. It examines the characteristics of specific disabilities and addresses the historical, legal and social bases of the education of students with disabilities. The role and responsibility of educators within general education inclusive placements for exceptional learners is also discussed. Course includes overview of typical and atypical child development and the history of special education in law and practice. Assessment practices and exemplary teaching practices are emphasized. The unique needs of students from ethnically and linguistically diverse backgrounds will also be reviewed. Introductions of modifications for high-incidence disabilities, including Assistive Technology and Adaptive Devices are infused within the content. This course introduces students to sources of research on inclusion and on various disabilities; students read and report on current research on a particular disability.

EDU 204PT ... Social Foundations of Urban Education

This course will introduce teacher candidates to some of the major theories used to understand the relationship between society and education in the urban context. Through readings and course discussions, teacher candidates will explore the historical, philosophical and socio/cultural events and ideas that help to shape the ways in which we understand the purpose of education and the role of urban educators. In addition to class sessions, teacher candidates will participate in field trips that will take them beyond the confines of the classroom into “society” to engage with individuals who are directly affected by the issues to be discussed.

EDU 104PT ... Writing for Educators

This course is designed to help you develop and refine the writing skills you will need to be successful in the Pathway to Teaching Program. Each of you has the potential to become a stronger, more effective writer. This course focuses on the process of composition, from invention through editing. Through frequent writing assignments, readings, group work, and discussion, we will work together to become better writers.

PSY 203PT ... Child and Adolescent Development

This course is designed to engage students in a meaningful exploration of human development from prenatal experience through adolescence. Attention will be given to the nature of development across major domains (physical, cognitive, social-emotional, and moral), the impact of context (familial, school, community, and culture) on development, the construction of identity, and the concept of developmentally appropriate teaching practice. Special attention will also be given to contemporary issues and the urban context, such as parent-school-community partnerships; the development of gender, racial, and ethnic identity within increasingly diverse communities; and teaching the whole child/adolescent.

EDU 301PT ... Educational Psychology

This course will examine the basic principles of Educational Psychology and the application of these principles for the purpose of improving classroom practice and student learning. Theories associated with understanding the psychological makeup of students and their motivation to learn will be considered. In addition, we will explore the employment of psychological understanding and culturally relevant teaching to support a positive urban classroom environment which high expectations exist for each and every student.

CMP 105PT ... Academic Literacy Skills

This course advances skills in reading, writing, and conducting research and is designed to help students become successful writers and teachers of writing in K-12 classrooms. Specifically, this course focuses on developing critical thinking and analytical writing skills through the study of persuasion and appropriate use of academic language and sources. In addition, students will study writing assessment strategies (e.g., the “six traits”—ideas, organization, sentence fluency, voice, word choice, and convention).

EDU 333PT ... Inclusive Elementary Teaching Methods

This course provides students with research validated strategies for the design and delivery of lessons appropriate for all students, including those with disabilities and those with exceptional capabilities, grades 1-6. Students will examine the critical elements of effective learning experiences, apply those elements as they design lessons, deliver the lessons and reflect on the effectiveness of the lessons.

EDU 302PT ... Inclusive Secondary Teaching Methods

In this course teaching principles, strategies, and skills which have been validated through research on effective teaching are examined and practiced. This course also provides an introduction to lesson and unit planning, including teaching a mini-lesson. The course promotes student learning and development in a collaborative learning community for students with disabilities grades 7-12. Students observe and participate 25 hours in the classrooms of area high needs schools.

EDU 320PT ... Specialized Elementary Teaching Methods

This course includes instruction in the NYS Standards, goals and content of the elementary school curriculum in Language Arts, Science, Math, and Social Studies. This course also addresses various aspects of the teaching – learning process and the preparation and the use of instructional materials.

EDU 31XPT ... Specialized Secondary Teaching Methods

The secondary methods courses include instruction in the goals and content of the secondary school curriculum, various aspects of the teaching-learning process, and the preparation and use of instructional materials. Classes will meet 4 hours one night per week for 5 weeks. Additional work will be required outside of class to meet the requirements of a 3 hour course. The course is divided into 3 parts. The first part prepares the students to do very well on the secondary ATS-W (assessment of teaching skills-written) which is required for the NYS certification. Students will prepare lesson plans and unit plans in their content area. The lessons are viewed by the students (taped on a DVD). Students also create instructional opportunities that are adapted to diverse learners. The students will learn to implement an IEP. The second part is for the students to work with a content professor to learn specific issues and strategies in their content area. The third part of the course is an observation/participation experience in a classroom room in their content area.

EDU 303PT ... Foundations of Multiple Literacies

This course is designed to increase students' understanding of the multidimensional nature of literacy. Ideas and concepts about teaching reading from a multi-modal perspective and integrating writing and reading will be the main focus of the course. Topics will include the definition of literacy, the different modes of language use, the developmental stages of learning to read and write, instructional strategies which support students’ literacy development, literacy assessment tools, and evaluating reading materials. Students will be asked to analyze what they already know about teaching literacy skills and then explore alternatives which are grounded in the best practices in literacy instruction research. By the end of the course, students will be able to determine students’ needs and develop appropriate literacy lessons using a range of materials and technology.

EDU 304PT ... Application of Literacy Strategies

This course is designed to teach students the importance of strategic teaching and learning. Students gain an understanding of the historical and current concerns about literacy as a basis to knowing the importance of their roles as teachers of literacy. Students demonstrate an understanding of best practices in education by designing lessons that incorporate modern teaching/learning theories into strategic teaching. The course is designed to meet the needs of elementary and secondary teachers. Students will design projects that focus on individual content areas, learning needs and interests. This course is a continuation of the first literacy course, Foundations of Multiple Literacies. Topics will include a historical prospective of literacy, an in-depth study of current teaching and learning theories as they relate to teaching literacy skills, informal literacy assessment, data driven instruction, individualizing instruction, strategic learning, strategic teaching, classroom management and lesson design/ implementation. Students will be asked to analyze what they already know about teaching literacy skills and then explore grounded alternatives from best practices of instructional literacy research. (Prerequisite: Successful completion of EDU 303PT)

EDU 206PT ... Diagnostic and Prescriptive Teaching

This course provides foundational knowledge of principles and best practices associated with assessing and instructing students with special education needs in the least restrictive environment as determined by individual student needs and abilities. The course has two primary components: diagnostic practices and effective prescriptive teaching methods. Assessment procedures include an overview of measurement principles, diagnostic assessment tools, and the practical application of a range of assessment practices for classroom teachers. Specific formal and informal assessment procedures and their use for instructional evaluation and planning are reviewed. Prescriptive teaching instruction seeks to enable teachers to identify the academic and skill area strengths and weaknesses of a range of student learners, including students with disabilities, and develop and implement appropriate and effective instructional interventions to meet their individualized needs.

EDU 307PT ... Assessment of Student Learning

This course provides foundational knowledge of principles and best practices associated with assessing and instructing students with and without disabilities in the general education classroom. The course is designed to examine the various facets of assessment and provides ongoing opportunities for participants to examine, create, critique and revise current assessments used in their own classrooms. Participants will explore various models of effective assessment practices that promote meaningful participation in heterogeneous groups. Participants will examine the role of assessment in developing curriculum and implementing best practices for promoting challenging standards-based education forallstudents in the general classroom.

EDU 330PT ... Managing Student Behavior in Inclusive Classrooms

This course will introduce teacher candidates to the knowledge and teaching strategies necessary in order to create safe and nurturing learning environments in urban classrooms. Teacher candidates will be exposed to both theoretical and practical information, and provided with a variety of opportunities to apply their understanding with groups of students, including those with special needs, in order to learn how to sustain student interest, cooperation, and engagement in learning activities.

EDU 401APT, 401BPT ... Childhood Education Student Teaching

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. Students spend 7 weeks in each of two different placements (401APT and 401BPT). Prerequisites: successful completion of all EDU courses with minimum 2.70 GPA, and all required OPE hours. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

EDU 402APT, 402BPT ... Adolescence Education Student Teaching

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. Students spend 7 weeks in each of two different placements (401APT and 401BPT). Prerequisites: successful completion of all EDU courses with minimum 2.70 GPA, and all required OPE hours. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

EDU 340PT ... School, Family, and Community Collaboration

This course emphasizes developing effective communication strategies to use with people in educational settings, including parents, students with disabilities, support personnel and other staff. Collaboration is essential to being able to work in today’s school. The course develops the skill necessary to serve in a consulting capacity to the regular classroom teacher working with students with disabilities. Students will examine the different roles and functions of the special education teacher.

EDU 440PT ... Teaching in Diverse Classrooms

This course will provide teacher candidates with the background knowledge required to develop the skills and dispositions necessary to meet the educational, social and emotional needs of diverse students. This course will explore the influence and impact of five aspects of human diversity on teaching and learning in the urban setting, including: race and ethnicity, social class, gender and sexual orientation, language, and religion. Teacher candidates will be introduced to the history, theory and practice that informs effective teaching with students in a pluralistic society. The goal of this course is to help candidates understand various aspects of human diversity as interrelated and interactive - not as isolated variables - and to better understand the ways in which their identities affect their practice as teachers. This course serves as the required seminar to student teaching. Students will meet and connect to the class community through their student teaching experiences. Student will utilize reflective practice as a means to express their teaching narratives. The course content will bridge the essential components found in teaching in the diverse urban classroom. Students will be expected to respond to course work from the lens of the student teacher.

585.594.6145 or TEACHER_EDUCATION@roberts.edu