ECEL523: Landscape of Learning, Schools, and Schooling (6 hours lecture, 6 hours field experience)

This course focuses on the intersections of curriculum development, student assessment, and inclusion. Through a combination of classroom practice and academic study, residents acquire knowledge, skills and dispositions to build inclusive classroom communities, plan and implement short- and long-term instruction to meet diverse student needs, incorporate family and community cultures and languages into the classroom, implement literacy practices, develop a range of formative assessments for student learning, and use assessment data to inform practice. An action research project developed collaboratively with mentor teachers focuses residents on the role of inquiry to sustain and change dynamic classrooms. In addition, residents develop specific strategies for working with children with a range of special needs in inclusive and self-contained classrooms. Residents document their ongoing work and reflect on progress through an electronic portfolio. 12 sh.

ECEL524: Engaging with the Community, Math, Science, and the Arts (9 hours internship/externship)

This course engages students with institutions and services within the urban community. Residents study the political and social history of Newark through understanding the distinct neighborhoods and learning the roles of effective Newark service organizations. Residents complete an intensive internship at a Newark institution which enables them to work with diverse children, families, and professionals outside the school setting. They also learn how to implement math, science, and arts curriculum with the full range of school age students. They engage in professional development activities, readings, and academic activities related to math, science, and the arts that accompany the internship. In addition, residents contrast and compare the developmental variations between age groups and how they impact children's learning. Residents continue to meet with cohort faculty to reflect and assess individual progress, and plan learning goals for the next semester. 9 sh.

Prerequisites: ECEL 523.

ECEL525: Curriculum, Assessment, and Inclusion in Urban Classrooms (6 hours lecture, 6 hours field experience)

This course focuses on the intersections of curriculum development, student assessment, & inclusion. Through a combination of classroom practice & academic study, residents acquire knowledge, skills & dispositions to build inclusive classroom communities, plan & implement short- & long-term instruction to meet diverse student needs, incorporate family & community cultures & languages into the classroom, develop a range of formative assessments for student learning, & use assessment data to inform practice. By drawing from academic, classroom-based, & technological resources, residents learn to plan a long-term integrated curriculum unit, implement & critique balanced literacy practices, investigate & document the literacy skills of individual students, explore the triumphs & challenges of families with children with special needs, focus on partnerships with parents, & reflect on the complexities of teaching & learning practices. An action research project developed collaboratively with mentor teachers focuses residents on the role of inquiry to sustain & change dynamic classrooms. In addition, residents develop specific strategies for working with children with a range of special needs in inclusive & self-contained classrooms. Residents document ongoing work & reflect on progress through & electronic portfolio. 12 sh.

Prerequisites: ECEL 523, ECEL 524.

ECEL526: Inquiry and Reflection: Teaching and Practice in Urban Classrooms (4 hours lecture, 6 hours field experience)

This course focuses on the resident's role as researcher and reflective practitioner. Teacher residents use an inquiry lens to organize the classroom, develop a positive environment, and plan for student learning. Residents demonstrate pedagogical and content knowledge in designing and implementing classroom learning experiences, assessments, and units of study. They evaluate their teaching effectiveness and adjust their instruction based on monitoring learning through observational, formative, and summative assessments. The course gives special attention to supporting differentiated instruction through the use of educational technologies and other instructional strategies. Residents engage in professional relationships with all members of the school community and are actively involved in building partnerships with families. Residents are expected to take on significant responsibility for curriculum and all classroom related tasks. Residents collaborate with mentors on an action research project and present their findings in a public forum. They develop and present their cumulative learning portfolio to other professionals and are observed and assessed by university and school based faculty. 10 sh.

Prerequisites: ECEL 523, ECEL 524, ECEL 525.