Course Descriptions 11-12 - NHTI - Concord's Community College

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collaborating with educators and families. It will explorecurriculum modifications and accommodations, problemsolvingstrategies and transition issues. 10 hours of fieldwork are required in this course. (TECP candidates haveadditional course requirements for the certificationportfolio.)ED 104/TECP 51 Foundations of Education 3-0-3This is a survey course which investigates the philosophical,historical and social/cultural character of education in theUnited States. It is intended to be an examination of howschools function organizationally. Discussions will include therole of education, system philosophy and trends which haveshaped contemporary education; field observations areincluded. This course is a concentration requirement for bothSpecial Education and Education associate degree programs;while it is intended to be the first in a series of learningexperiences for those interested in careers as teachers, italso fulfills a Social Science elective requirement (10 hours ofclassroom observation required). (TECP candidates haveadditional course requirements for the certificationportfolio.)ED 106 Paraeducator Portfolio 1-6-3As a requirement of the No Child Left Behind legislation,paraeducators must complete a portfolio demonstratingknowledge and skills competencies in the areas of math,reading and writing, and the ability to assist in math, readingand writing instruction. This course guides students in thepreparation and completion of the required portfoliothrough a series of workshops and assignments presented atindividual school districts. Upon successful completion of theportfolio, students receive a letter of recognition from theState of New Hampshire Department of Educationacknowledging they have achieved "highly qualified" statusunder No Child Left Behind.ED 200/TECP 60 Supporting Students with ChallengingBehaviors 4-0-4This course will provide pre-service teachers andparaeducators with knowledge and skills for supportingstudents with challenging behaviors, using the framework ofpositive behavioral supports. Future teachers andparaeducators will gain knowledge of the basic assumptionsabout the context and functions of behavior and understandthe role that behavior plays in helping students influencepeople and events in their environment, meet their basicneeds, and/or avoid unpleasant situations. By developingstrategies to determine the functions of certain behaviors,pre-service teachers and paraeducators will gain new andeffective strategies for supporting students whodemonstrate challenging behaviors in the classroom. Thefocus on the teaching of new skills (as opposed to intrusiveinterventions that rely on the elimination of challengingbehaviors) will provide students with effective, positiveapproaches that respect the dignity of the individual andfacilitate social inclusion (Prerequisite: ED 101 or permissionof department head of Education) (20 hours of servicelearning required). (TECP candidates have additional courserequirements for the certification portfolio.)ED 201/TECP 61 Legal Issues in Education 3-0-3Predicated upon legislative requirements such as theIndividuals with Disabilities Education Act (IDEA), this courseconsiders the theories and issues explored in ED 101, ED 207,ED 204 and ED 212 in the context of inclusive instructionalsettings. Students will develop an understanding of thevarious legal requirements as well as effective instructionalstrategies for curriculum adaptation and delivery within thecontext of Federal and NH State Special Education andEducation laws and procedures. (Prerequisite: ED 207 orpermission of department head of Education) (TECPcandidates have additional course requirements for thecertification portfolio.)ED 203/TECP 62 Teaching Strategies for Diverse Learners3-0-3The focus of this course is on the development of typicalspeech and language skills and the effects of variousdisabilities on language development, including impairedspeech, reading, language, and processing. Thecharacteristics of children and youth with languagedisabilities are discussed. Strategies to assist students'functioning in school, at home and in the community areexplored. Emphasis is placed on accommodating studentsversus "helping" students by completing work for them. Avariety of practical techniques is studied and practicedthrough in and out of class exercises. Collaborative teachingis used by students to demonstrate their knowledge andskills. In addition, students learn a variety of study strategies,including mnemonics, double column notes, readingstrategies, concepts of active versus passive learning, andorganization and time management skills. Students areexpected to work in small groups to develop strategies toteach these various skills to their peers in the class. Inaddition, students work a minimum of 20 hours in anapproved field site. Students maintain a record of their fieldwork. Innovation and creativity are critical for success in thiscourse. (Prerequisites: ED 101 and EN 101; or permission ofdepartment head of Education) (TECP candidates haveadditional course requirements for the certificationportfolio.)ED 204/TECP 63 Instructional Technology 3-0-3This course presents the theory and strategies for effectiveintegration of technology resources and technology-basedmethods of instruction, and assistive technology designed forstudents with disabilities. A background of mediatedinstruction will be provided along with a review of thequalities and benefits of various technology options,including assistive technology, available to instructionalsettings. Opportunities to apply instructional delivery usingcommon forms of media, multimedia, computers andspecialized programs for students with disabilities will beintegral to this course, in addition to contemplation of futureissues of integration of technology and matters of time andplace of the learning experience. (Prerequisite: ED 207 orpermission of department head of Education) (TECPcandidates have additional course requirements for thecertification portfolio.)ED 207/TECP 64 Teaching and Learning Process 3-0-3An applications-oriented version of the prerequisites, thiscourse provides an examination of the various contemporarytheories of teaching and learning. It will focus on developingan understanding of the learning needs and learning styles of8/17/2011 NHTI, Concord’s Community College Course Descriptions 2011-2012 21
students as individuals in the context of the learningenvironment. Attention will also be given to the assortedinstructional modalities which may be employed and theissues involved in matching teaching methods to students'learning styles while considering the context andenvironment of the learning experience. (Prerequisites: ED101 or ED 104) (TECP candidates have additional courserequirements for the certification portfolio.)ED 212/TECP 65 Design of Instruction 3-0-3An introduction to the design and development of thecontent of learning experiences. Curriculum theory will beintroduced, and an examination of the processes ofcurriculum development, use and evaluation will also beinvestigated. The broad questions, "What do students needto learn?", "How is the learning experience most effectivelymanaged?" and "How do we know the desired outcome wasattained?" will be addressed. (Prerequisite: ED 207 orpermission of department head of Education) (TECPcandidates have additional course requirements for thecertification portfolio.)ED 220 Field Experience in Education 1-6-3Practical experience in a learning environment. The studentspends a minimum of 45 hours per semester in a supervisedassigned learning environment and participates in a weeklyseminar. In the instructional environment, students will workwith individuals and groups, as well as develop and deliver aninstructional unit. This is a concentration requirement for theAssociate in Science in Education program. (Prerequisites:interview required and permission of Department Head ofEducation)ED 223 Instructional Approaches in ESOL Tutoring 2-3-3This course focuses on the development of the knowledgeand skills needed in tutoring ESOL (English for Speakers ofother Languages) learners. The content of this courseincludes a variety of useful techniques in the field, includingthe strategies for tutoring learners in developing readingcomprehension skills. Through interactive instruction, groupdiscussions and practical activities, students will demonstratea clear understanding of their role as educational supportersof ESOL teachers and language tutors in assisting ESOLlearners with school work, cultural transition and socialinteraction. This course includes a minimum of 45 hours ofpracticum which provides the opportunity to apply thetechniques learned in class. (Prerequisite: ED 101 or ED 104and/or permission of the department head of Education)ED 230 Essentials of Career and Technical Curriculum andInstruction 3-0-3This course will explore the history, philosophy, principles,organization, and operation of career and technicaleducation in the United States. Students will develop afunctional understanding of the role and responsibilities of aprofessional career and technical educator. This course willprovide the participant with the foundation and skills neededto design, implement and manage a curriculum in career andtechnical education. Identification of resources andoccupational analysis, derivation of content, formulation ofobjectives, defining measurable learning outcomes and theselection and development of activities and evaluationmethods will be explored.TECP 70 Special Education Assessment 3-0-3This course will prepare pre-service and in-service teachersto be able to assess the achievement of students with specialneeds. It examines various assessment strategies. It includesthe examination of the NH state curriculum frameworks, NHRules for students with disabilities, IDEIA regulations, andinformal and formal assessment methods. Students willapply the assessment techniques in a case study format.They will utilize the assessment results to implementsuccessful teaching/learning strategies in education settingsfor students with disabilities. This course addresses specificNew Hampshire State Standards for certification in the areaof general special education. (Prerequisites: acceptance inthe General Special Education Conversion program orapproval from TECP director)TECP 71 Consultation/Collaboration and IndividualEducation Plans (IEP) 3-0-3This course is an examination of thecollaborative/consultative model in education and the skillsnecessary for that approach. It focuses on the statecurriculum frameworks, the NH state Rules for students withdisabilities, and federal (IDEIA) and local guidelines regardingthe education of students with special needs. This courseincludes examination of the concepts and skills necessary forIEP and Team development such as, the development ofstudent profiles, goals, objectives, communication andcollaboration skills, leadership skills, and knowledge of thetheories of change. This course addresses specific NewHampshire State Standards for certification in the area ofgeneral special education. (Prerequisites: acceptance in theGeneral Special Education Conversion program, ED 101, ED200, ED 203 and/or approval from TECP director)TECP 80 Methods/Student Teaching for Middle/SecondarySchool Mathematics 2-24-10This course will prepare prospective teachers with themethods for teaching mathematics at the middle/secondaryschool level. Developmentally appropriate content,strategies, and methods of instruction will be discussed withemphasis on the implementation in student teachingplacement. This course requires a full time placement in aneducational setting appropriate for the intended certificationarea. Students work toward mastery of attitudes, techniquesand professional practice for successful teaching. Supervisionis provided a by college supervisor and a field-basedprofessional. This course addresses specific New HampshireState Standards for certification in the following contentareas: Mathematics 5-8 and Secondary Mathematics 7-12and Professional Education Standards (NH Standard Ed610). (Prerequisite: permission from the TECP director)TECP 81 Methods/Student Teaching for Middle/SecondarySchool Science Teachers 2-24-10This course will prepare prospective teachers for teachingscience at the middle/secondary school level.Developmentally appropriate content, strategies, andmethods of instruction will be discussed with emphasis onthe implementation in the student teaching placement. Inaddition to the seminar, this course requires a full timeplacement in an educational setting appropriate for theintended certification area. Students work toward mastery ofattitudes, techniques and professional practices for8/17/2011 NHTI, Concord’s Community College Course Descriptions 2011-2012 22
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Course Descriptions 11-12 - NHTI - Concord's Community College

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