Master of Arts in Teaching

Catherine Swift, Director, Teacher Licensure Programs

Ruth Hornsby, Assistant Director, Teacher Licensure Programs


413-538-2610
https://www.mtholyoke.edu/professional-graduate/mat

Overview and Contact Information

The Master of Arts in Teaching program (M.A.T.) is an accelerated gender-inclusive teacher education program for aspiring Early Childhood, Elementary, Middle, Secondary, English Language Learners and Moderate Disabilities teachers. This flexible, year-long M.A.T. includes an innovative curriculum with a strong commitment to social justice and equity, a unique collaboration with EL Education, personalized advising, and initial teacher licensure in over 25 areas, including:

  • Biology (8-12)
  • Chemistry (8-12)
  • Dance (All)
  • Early Childhood (PreK-2)
  • Earth and Space Science (8-12)
  • Elementary (1-6)
  • English (5-12)
  • English as a Second Language (ESL)/English Language Learners (ELL) (PreK-6; 5-12)
  • Foreign Language (5-12)
  • General Science (5-8)
  • History (5-12)
  • Mathematics (5-8; 8-12)
  • Middle school: Humanities (5-8)
  • Middle school: Mathematics/Science (5-8)
  • Music: Vocal/Instrumental/General (All)
  • Physics (8-12)
  • Social Science (5-12)
  • Teacher of Students with Moderate Disabilities (PreK-8; 5-12)
  • Theater (All)
  • Visual Arts (PreK-8; 5-12)

Through the M.A.T. program, we also offer additional licensure options in:

  • New level/subject area
  • English as Second Language/English Language Learners (PreK-6, 5-12)
  • Special Education/Moderate disabilities (PreK-8, 5-12)

These additional licensure options are specifically designed to provide opportunities for current students pursuing initial licensure or teachers with the appropriate licensure to earn and independently apply for an additional license.

Students in the M.A.T. program receive personalized advising to help them reach their academic and career goals. They work closely with a network of professionals including faculty advisors, supervising teachers, EL Education mentors, and a variety of content area experts.

Upon successful completion of the program, students are awarded the Master of Arts in Teaching degree.

See Also

Learning Goals

Graduates of the Master of Arts in Teaching at Mount Holyoke College will develop the ability to do the following:

  • Write and adapt well-developed lesson/unit plans to reach a range of learners in the PK12 classroom.
  • Design and administer a variety of student assessments, analyze student performance and growth, and use data to improve instruction and learning.
  • Integrate and apply research, theory, and pedagogy to inform instruction and interactions with students.
  • Have and apply insights on their teaching and learning, both individually and with colleagues, to improve practice and student learning.

Professional Standards for Teachers

Graduates of the Master of Arts in Teaching at Mount Holyoke College will demonstrate a range of professional skills that respond to a deep understanding and application of the knowledge, skills and dispositions found in the Guidelines for the Professional Standards for Teachers:

  • Curriculum, Planning and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis and continuously refining learning objectives.
  • Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment and demonstrate cultural proficiency.
  • Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members and organizations.
  • Professional Culture standard: Promotes the learning and growth of all students through ethical, culturally proficient, skilled and collaborative practice.

Sarah Banning, M.A.T., Mount Holyoke College

Gwendolyn Bass, Ph.D., University of Massachusetts Amherst

Heather Brown, M.A., University of Arizona

Kelly Carriere, Ph.D., University of Massachusetts Amherst

Erin Casioppo, M.Ed., Smith College

Carmelo Chiello, M.A.T., Florida Atlantic University

Holly Graham, Ed.D., University of Massachusetts Amherst

Ruth Hornsby, M.A.T., Mount Holyoke College

Alicia Lopez, M.Ed., University of Massachusetts Amherst

Dinah Mack, M.A.T., University of Massachusetts Amherst

Meagan Magrath-Smith, M.A.T., University of Massachusetts Amherst

Lisanne Manzi, M.Ed., Lesley University

Lyndsey Nunes, Ph.D., University of Massachusetts Amherst

Allegra Osborne, M.A., University of Phoenix

Tammy Sullivan-Daley, M.Ed., University of Massachusetts Amherst

Catherine Swift, M.Ed., Smith College

Diana Yousfi, M.Ed., Boston University

Curriculum and Requirements

Coursework for the M.A.T. is delivered in four sessions: summer, fall, January, and spring. Students are expected to maintain a B grade in all courses.

While the M.A.T. is designed to be a continuous one year program, part-time students can complete requirements at their own pace over two years, although they will eventually need to complete the program’s capstone: a full-time, semester-long teaching practicum. Students will work with an advisor to design an approved plan to complete program requirements.

Standard Course Schedule for MAT Early Childhood/Elementary Teacher Candidates

Summer
X.CMPTC-418Digital Literacy and Computer Science1
X.EDUC-409Schools, Schooling, and Society: an Introduction to Education and Social Policy1
X.EDUC-421Online Pedagogy and Distance Learning for PK-12 Educators1
X.SPED-426The Inclusive Classroom2
X.EDUC-420Human Development: 'Child and Adolescent Development'2
Fall
X.EDUC-461The Process of Teaching and Learning: Developing Literacy in Our Schools4
X.EDUC-462HSSubject-Specific Methods 2: 'History/Social Sciences'2
X.EDUC-463 4
X.SCI-470The Process of Teaching and Learning: Science/Technology Curriculum Development and Instruction2
X.MATH-400Developing Mathematical Ideas: Building a System of Tens2
X.MATH-401Developing Mathematical Ideas: Making Meaning for Operations2
January
X.SPED-416Interventions for Behavior and Classroom Management1
Spring
X.EDUC-423Student Teaching in Early Childhood and Elementary Schools10
X.EDUC-422Practicum Seminar on Teaching and Learning: Early Childhood and Elementary Education4
Total Credits38

Additional Specifications

  • Fall. In a traditional fall semester, September-December, students complete four to five courses taught by Mount Holyoke faculty and augmented by highly qualified current practitioners. These include content-specific methodology coursework with associated school-based pre-practicum work.

  • Spring. Students complete a full-time, semester-long student teaching practicum as well as a weekly seminar in which they reflect on their developing practice. Students also begin to explore the job market, participate in practice interviews, attend job market fairs, and meet with Career Development Center staff. Upon successful completion of the semester, the institution recommends the students for licensure to the Massachusetts Department of Elementary and Secondary Education.

Standard Course Schedule for MAT Middle/Secondary Teacher Candidates

Summer
X.CMPTC-418Digital Literacy and Computer Science1
X.EDUC-409Schools, Schooling, and Society: an Introduction to Education and Social Policy1
X.EDUC-421Online Pedagogy and Distance Learning for PK-12 Educators1
X.SPED-426The Inclusive Classroom2
Fall
X.EDUC-420Human Development: 'Child and Adolescent Development'2
X.EDUC-460Subject-Specific Methods 1 for Middle and Secondary Teachers2
X.EDUC-462Subject-Specific Methods 22
X.EDUC-463 4
X.EDUC-430The Process of Teaching and Learning in Secondary and Middle Schools4
One content course (i.e., an advanced-level elective in licensure subject area)4
January
X.SPED-416Interventions for Behavior and Classroom Management1
Spring
X.EDUC-433Practicum Seminar on Teaching and Learning: Middle and Secondary Education4
X.EDUC-431Student Teaching in Secondary and Middle Schools10
Total Credits38

Additional Specifications

  • Fall. In a traditional fall semester, September-December, students complete four to five courses taught by Mount Holyoke faculty and augmented by highly qualified current practitioners. These include general and content-specific methodology coursework with associated school-based pre-practicum work.

  • Spring. Students complete a full-time, semester-long student teaching practicum, as well as a weekly seminar in which they reflect on their developing practice. Students also begin to explore the job market, participate in practice interviews, attend job market fairs, and meet with Career Development Center staff. Upon successful completion of the semester, the institution recommends the students for licensure to the Massachusetts Department of Elementary and Secondary Education.

Standard Course Schedule for MAT Special Education/Moderate Disabilities Teacher Candidates (PreK-8 and 5-12)

Summer
X.CMPTC-418Digital Literacy and Computer Science1
X.EDUC-409Schools, Schooling, and Society: an Introduction to Education and Social Policy1
X.EDUC-420Human Development: 'Child and Adolescent Development'2
X.EDUC-421Online Pedagogy and Distance Learning for PK-12 Educators1
X.SPED-426The Inclusive Classroom2
X.SPED-441Differentiated Instruction for Diverse Learners2
X.SPED-481Special Education Law: Transitions, Collaboration, and Applications2
Fall
X.SPED-421Assistive Technology for Special Education1
X.SPED-447Assessment and Instruction for Exceptional Learners3
X.EDUC-461The Process of Teaching and Learning: Developing Literacy in Our Schools4
X.EDUC-463 4
X.MATH-401Developing Mathematical Ideas: Making Meaning for Operations2
X.SCI-470The Process of Teaching and Learning: Science/Technology Curriculum Development and Instruction2
January
X.SPED-416Interventions for Behavior and Classroom Management1
X.SPED-471Legal Perspectives in Special Education1
Spring14
For PreK-8:14
Student Teaching in Inclusive and Substantially Separate Classrooms for Students PreK-8 with Moderate Disabilities
Practicum Seminar: Teaching and Learning for Moderate Disabilities Licensure PreK-8
For grades 5-12:14
Student Teaching in Inclusive and Substantially Separate Classrooms for Students Grades 5-12 with Moderate Disabilities
Practicum Seminar: Teaching and Learning for Moderate Disabilities Licensure 5-12
Total Credits38

Additional Specifications

  • Fall. In a traditional fall semester, September through December, students complete four to five courses taught by Mount Holyoke faculty and augmented by highly qualified current practitioners.
  • Spring. Students complete a full-time, semester-long student teaching semester as well as a weekly seminar in which they reflect on their developing practice. Students also begin to explore the job market, participate in practice interviews, attend job market fairs, and meet with Career Development Center staff. Upon successful completion of the semester, the institution recommends the students for licensure to the Massachusetts Department of Elementary and Secondary Education.

Standard Course Schedule for MAT English Language Learners (PreK-6 and 5-12)

Summer
X.EDUC-409Schools, Schooling, and Society: an Introduction to Education and Social Policy1
X.EDUC-420Human Development: 'Child and Adolescent Development'2
X.EDUC-421Online Pedagogy and Distance Learning for PK-12 Educators1
X.ELL-403Research in Teaching English Language Learners3
X.ELL-418Second Language Acquisition and Classroom Practice2
X.SPED-426The Inclusive Classroom2
Fall
X.ELL-421Linguistics for Teachers2
X.ELL-426Methods in Teaching English Language Learners (ELL Methods)4
X.EDUC-461The Process of Teaching and Learning: Developing Literacy in Our Schools4
X.EDUC-463 4
January
X.ELL-416Language Assessment and Classroom Practice2
X.ELL-451English Language Development Standards and Assessment Framework1
Spring14
For PreK-6:14
X.ELL-422Practicum Seminar in Teaching and Learning: Elementary ELL Education4
X.ELL-423Student Teaching English Language Learners in Elementary Schools10
For grades 5-12:14
X.ELL-433Practicum Seminar in Teaching and Learning: Secondary ELL Education4
X.ELL-431Student Teaching English Language Learners in Secondary Schools10
Total Credits36

Additional Specifications

  • Fall. In a traditional fall semester, September through December, students complete four to five courses taught by Mount Holyoke faculty and augmented by highly qualified current practitioners. These include content-specific methodology coursework with associated school-based pre-practicum work.
  • Spring. Students complete a full-time, semester-long student teaching practicum as well as a weekly seminar in which they reflect on their developing practice. Students also begin to explore the job market, participate in practice interviews, attend job market fairs, and meet with Career Development Center staff. Upon successful completion of the semester, the institution recommends the students for licensure to the Massachusetts Department of Elementary and Secondary Education.

Admission

All applicants must have:

  • Completed a bachelor’s degree prior to beginning the M.A.T. program.
  • An undergraduate major—or demonstrated equivalent subject area knowledge—in desired teaching discipline.
  • A passing score on the appropriate Massachusetts Test for Educator Licensure (MTEL). Those who have not yet taken the MTEL are still able to apply to the M.A.T program. Further details on the timing of the necessary tests required for the particular license will be provided when the applicant meets with the program advisor.
  • An interview with the admissions committee.

Those who apply to this program generally have a 3.0 undergraduate GPA or above.

To apply to the M.A.T. program, prospective students complete the M.A.T. application and upload all supporting materials via the online application, except official transcripts which need to be mailed in to:

Amy Asadoorian
Professional and Graduate Education
Mount Holyoke College
50 College Street
South Hadley, MA 01075

To secure their place in the program, admitted applicants will pay a non-refundable $500 deposit that will be applied as a credit to their first term’s bill.

Financing

Please see Graduate Tuition, Fees, Financing, and Financial Aid for further information.

Course Offerings

This course listing contains all graduate courses with subjects X.EDUC, X.ELL, and X.SPED including those intended for other graduate programs. Courses from other subjects, such as X.MATH, may also apply to your program. Please contact your advisor if you are unsure of courses that are appropriate for your program.

X.EDUC-409 Schools, Schooling, and Society: an Introduction to Education and Social Policy

Credits: 1

The course familiarizes students with the historical foundations of public education, current movements in education reforms such as Race to the Top, Common Core Standards, Every Student Succeeds Act, and theories of change. The course examines the social policies and catalysts that have caused transformation in society and public education and includes contemporary events. In keeping with Massachusetts Department of Education mandates for approved licensure programs, the course provides the foundational readings to prepare teachers for work in a diverse society. Topics include knowledge of curriculum; knowledge of learners; knowledge of educational goals, knowledge of social/cultural contexts; and pedagogical content knowledge.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby, C. Swift
Restrictions: This course is offered for graduate students only.

X.EDUC-411 Policy Fluency: Current Issues in Education

Spring. Credits: 4

In this learning experience, teachers will work on building up their "education policy fluency" based on their own school context. Students will read education news from across the country, including Education Week and blogs from a range of teacher and education bloggers with varied perspectives. Then they will dig into deeper understanding through weekly dialogue with each other and article authors and current teacher leader experts in the field. This course aims to help teachers gain an even stronger understanding of the policy world that influences what we do in the classrooms, in both public and private school settings.

Applies to requirement(s): Meets No Distribution Requirement
E. Schildge
Restrictions: This course is offered for graduate students only.

X.EDUC-412 Integrated Approaches in Teaching for Resilience

Not Scheduled for This Year. Credits: 1

This course introduces approaches that can improve school experiences and long-term outcomes for children who have experienced trauma. Participants will develop an understanding of common barriers to educational access and engagement for youth who have experienced trauma, through a lens that incorporates Social Emotional Learning, Culturally Responsive Teaching, and Universal Design for Learning principles. Using case examples, discussion, and skill-building exercises, participants will learn practical strategies for cultivating resilience and improving school performance and advocacy for children with special needs and circumstances.

Applies to requirement(s): Meets No Distribution Requirement
G. Bass
Restrictions: This course is offered for graduate students only.

X.EDUC-413 Leading Colleagues Using Research: Bridging the Gap Between Research and Practice

Fall. Credits: 2

Based on Domain 2 of the Teacher Leader Model Standards, this class helps build the skills, knowledge, and dispositions teacher leaders need to support colleagues in using the latest research and data to improve practice and student learning. Topics we will explore include types of research, examining the research process, the skills teacher leaders need to lead colleagues in using research to improve practice, research competencies, action research, data collection and analysis, how research makes instruction intentional and systematic, and how it allows us to make meaning out of numbers.

Applies to requirement(s): Meets No Distribution Requirement
D. Massey
Restrictions: This course is offered for graduate students only.

X.EDUC-414 Research Design for Educators

Not Scheduled for This Year. Credits: 1

This course provides an introduction to research methodology and design in applied educational contexts. Topics covered in this course include: ethical considerations in educational research, how to conduct comprehensive literature searches, measurement and interpretation of qualitative and quantitative data, and research report writing. Through this course, students will explore the research process from hypothesis development and literature review to publication. At the conclusion of this course, students will be prepared to develop and incorporate the elements of effective research designs into their own research projects.

Applies to requirement(s): Meets No Distribution Requirement
J. Holland

X.EDUC-416 Applied Action Research

Not Scheduled for This Year. Credits: 1 - 2

This course is designed for educators who are implementing innovative projects and are conducting action research in educational settings. Through this course, participants examine opportunities and potential challenges associated with implementation of their research project. Participants will expand and refine existing project plans and will create the corresponding materials, such as consent forms, approval plans, participant outreach documents, implementation timeline, data collection tools etc., needed to execute the project in their context.

Applies to requirement(s): Meets No Distribution Requirement
G. Bass
Restrictions: This course is offered for graduate students only.
Advisory: X.EDUC-413 and X.EDUC-414.
Notes: Credit/no credit grading. Repeatable.

X.EDUC-419 Independent Schools: New Teachers Seminar

Credits: 2

This course helps new independent school teachers answer questions that all teachers ask themselves on a daily basis: How do we best serve our students and their learning needs, across the multiple dimensions of learning styles, ethnicity, race, gender and class? As we design an experience to welcome and engage all of our students, how do we also nourish and sustain ourselves in this important work? The course includes cohort meetings as well as time for reflection, designing lesson plans, exploring how we organize our classrooms, and discussing how we support ourselves and each other.

Applies to requirement(s): Meets No Distribution Requirement
The department
Instructor permission required.

X.EDUC-420 Human Development: 'Child and Adolescent Development'

Credits: 2

In this course students will develop a foundational framework of knowledge about physical, cognitive and social/emotional development that can inform their teaching practice in the classroom. Through individualized exploration, students will have opportunities to delve into the study of the age group that they intend to teach, and the class will discuss specific topics particularly relevant to education, such as language development, gender, moral development, the nature of intelligence, and motivation. By the end of this course, students should be conversant in developmental theory and able to use it to support the pedagogical choices they will make as educators.

Applies to requirement(s): Meets No Distribution Requirement
C. Chiello

X.EDUC-421 Online Pedagogy and Distance Learning for PK-12 Educators

Credits: 1

In this class, we will review current research on effective online pedagogy and teaching with technology in PK-12 classrooms. We will examine teaching in synchronous and asynchronous formats, utilizing different types of devices. We will also evaluate curricula, platforms, and web-based tools that support planning and assessment for standards based, online teaching. Students will develop electronic portfolios that address content and performance standards. We will explore the work of national teacher technology organizations and open educational resources.

Applies to requirement(s): Meets No Distribution Requirement
D. Mack
Restrictions: This course is offered for graduate students only.

X.EDUC-422 Practicum Seminar on Teaching and Learning: Early Childhood and Elementary Education

Spring. Credits: 4

The Integrated Methods Seminar focuses on supporting and building on key aspects of the intensive full-time supervised student teaching experience. Teacher candidates learn how to develop integrated curriculum units, address complex behavioral and management issues with increasing sophistication, delve more deeply into theory and practice, develop peer coaching and mentoring skills, develop habits of reflection, and prepare for job interviews. Additionally, there is an emphasis on social studies content and pedagogy. Specifically, students will be studying content of a meaningful elementary and early childhood social studies curriculum and devising lessons and units that address multiple learning needs, planning effective and aligned assessments, infusing EL protocols and practices, and exploring integration opportunities. Linking critical learning from their work in social justice to issues of instructional equity and practice in the classroom is also part of the Seminar this semester.

Applies to requirement(s): Meets No Distribution Requirement
C. Swift
Restrictions: This course is limited to Mount Holyoke MAT students only

X.EDUC-423 Student Teaching in Early Childhood and Elementary Schools

Spring. Credits: 10

Students participate in full-time student teaching in early childhood and elementary classrooms for 20 weeks. During this semester-long field-based placement, students hone classroom management skills, implement an extended integrated curriculum unit, deliver lessons in all content areas, and develop a wide range of assessment skills. The practicum culminates in two weeks of Lead Teaching, during which the student is responsible for managing all aspects of the classroom program. Students work with classroom teachers and program supervisors to address Professional Teaching Standards as required by the Commonwealth of Massachusetts.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only
Advisory: Students may only register for X.EDUC-423 if concurrently taking X.EDUC-422.
Notes: 5 days a week for 20 weeks full-time student teaching in school site (includes Mount Holyoke College's spring break). This course is graded on a credit/no credit basis.

X.EDUC-424 Internship in Educational Settings

Spring. Credits: 4 - 10

Graduate students undertake a supervised internship from January through June in an educational setting comprised of up to 600 hours. This would be a supervised, mentored experience, and tailored to the hours of the student, approved by a faculty member within the Professional and Graduate Education department. Evaluation of performance is determined by on-site visits, written assignments, as well as supervisor and mentor evaluations. Successful completion of the course is verified based on satisfactory submission of a final product/portfolio and presentation that demonstrates an integration of knowledge and skills gained through their program of study and internship experience.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is offered for graduate students only.
Instructor permission required.
Advisory: For graduate students who will not be pursuing licensure.
Notes: This course is graded on a credit/no credit basis.

X.EDUC-427 Practicum 1: Professional Development and Mentoring

Fall. Credits: 3

Participants survey best practices in instructional coaching and professional development and implement these practices in their educational contexts. Topics include: cultivating positive mentoring/coaching relationships, observation protocols, developing and facilitating andragogically-sound professional learning, coaching for emotional resilience, and assessing professional learning. Participants actively apply skills in their own settings with specialized coaching from the course instructor and create a professional learning experience and/or approach to instructional coaching that is designed to meet the needs of students and teachers in their unique learning community.

Applies to requirement(s): Meets No Distribution Requirement
E. Kuypers, S. Regner
Restrictions: This course is offered for graduate students only.

X.EDUC-429 Using Art for Educational Advancement

Fall. Credits: 2

This course focuses on using arts as a catalyst for change inside and outside of the classroom. It supports educators in deepening their pedagogical techniques using arts, and it supports leaders outside the classroom in exploring how to use art beyond the classroom to influence system change. Participants will engage in discussion around critical issues in education and problem solve for critical issues using various forms of art. Techniques to be explored may include, but are not limited to: literature, visual arts, the graphic arts, the decorative arts, and performing arts. By the end of this course, participants will have a portfolio of resources that can be used in their areas of practice.

Applies to requirement(s): Meets No Distribution Requirement
J. Dearybury
Restrictions: This course is limited to Teacher Leadership MAT students only
Instructor permission required.

X.EDUC-430 The Process of Teaching and Learning in Secondary and Middle Schools

Fall. Credits: 4

This course is intended to help prepare prospective secondary and middle school teachers for effective classroom instruction. The focus of this course is to explore a range of philosophies of education and existing classroom practices. The course uses the current educational landscape in order for teacher candidates to examine culturally relevant teaching and learning practices, teaching in multicultural settings, establishing the classroom climate, choosing instructional approaches, and attending to the needs of a range of learners.

Applies to requirement(s): Meets No Distribution Requirement
Other Attribute(s): Community-Based Learning
H. Brown
Restrictions: This course is offered for graduate students only.

X.EDUC-431 Student Teaching in Secondary and Middle Schools

Spring. Credits: 10

Students participate in full-time student teaching in middle or secondary classrooms for 20 weeks. During this semester-long field-based placement, students hone classroom management skills, design and implement curriculum, and develop a wide range of assessment skills. Students work with classroom teachers and college supervisors to address Professional Teaching Standards as required by the Commonwealth of Massachusetts.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only
Advisory: Students may only register for X.EDUC-431 if concurrently taking X.EDUC-433.
Notes: 5 days a week for 20 weeks; full-time student teaching in school sites (includes Mount Holyoke College's spring break). Credit/no credit grading.

X.EDUC-432 Arts-Integrated Bilingual Elementary Education

Spring. Credits: 2

This course focuses on using Arts Integration pedagogies to support bilingual Spanish-English education in elementary school classrooms. Participants explore new bilingual ways to develop and apply knowledge, support social emotional learning, and engage students through creative arts, theater, and movement. Course methods include: hands-on experiential learning, case studies, and project-based curriculum development.

Applies to requirement(s): Meets No Distribution Requirement
The department

X.EDUC-433 Practicum Seminar on Teaching and Learning: Middle and Secondary Education

Spring. Credits: 4

This weekly seminar provides students with opportunities to design and discuss case studies involving adolescents in middle and secondary school settings, review researched-based models of instruction, and classroom management, and engage in dialogue with professionals regarding numerous aspects of teaching and student learning. Additional topics covered include reviewing the legal obligations of teachers, addressing the needs of students with disabilities, English language learners, and developing effective communication between home and school.

Applies to requirement(s): Meets No Distribution Requirement
H. Brown
Restrictions: This course is limited to Mount Holyoke MAT students only

X.EDUC-436 Exceptional Learners Internship I

Fall and Spring. Credits: 1 - 4

Students pursuing an additional license are expected to complete a supervised field experience of at least 150 hours in an approved public school classroom within the licensure area pursued. Placements may be located within or outside of western Massachusetts. In addition to the field experience component, students attend regular course meetings. Reading and writing assignments are an opportunity to learn more about tracking student development, advocacy, utilizing action research as a tool for professional development and collaboration, and leveraging an additional license on the job market.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is offered for graduate students only.
Notes: Credit/no credit grading.

X.EDUC-437 Advanced Practicum: Professional Development and Mentoring

Spring. Credits: 2

This course is the culmination of The Institute for Instructional Coaching. Participants reflect, refine, and expand upon the professional learning sessions they have developed, as well as their instructional coaching practice, while expanding their learning experience to enhance the impact in their context. Topics in this course include: developing systematic professional learning opportunities for new and experienced educators in a given setting, professional collaboration and co-facilitation, enhancing professional leadership through system-wide programming. Participants complete the institute as experts in ongoing, embedded, and personalized professional learning.

Applies to requirement(s): Meets No Distribution Requirement
E. Kuypers, S. Regner
Restrictions: This course is offered for graduate students only.

X.EDUC-438 Exceptional Learners Internship II

Not Scheduled for This Year. Credits: 1 - 3

Students are expected to complete a supervised field experience of at least 100 hours in an inclusive classroom in a public school setting. In addition to the field experience component, students attend weekly course meetings. Reading and writing assignments focus on a survey of learning disabilities, descriptions of special education programs, understanding Individuals with Disabilities Education Act polices and placement options, interpreting Individualized Education Program plans, and planning curriculum for inclusive classrooms.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is offered for graduate students only.
Notes: This course is graded on a credit/no credit basis.

X.EDUC-439 Instructional Design for Online Learning

Not Scheduled for This Year. Credits: 2

This class will introduce innovative best practices, instructional tools, and virtual facilitation techniques for online teaching and learning for youth and adults. Topics include: basic principles of instructional design for online learning, synchronous and asynchronous teaching, incorporating multimedia and open educational resources, and strategies for cultivating collaboration and community online. Participants will apply their learning directly to individual projects developing the scope, sequence, and online learning activities for a course of their own. Through the class, students will use the tools to workshop and fully develop an online or hybrid course.

Applies to requirement(s): Meets No Distribution Requirement
E. Schildge
Restrictions: This course is offered for graduate students only.

X.EDUC-441 Fostering a Collaborative Culture for Learning

Credits: 2

This course is centered around Domain One of the Teacher Leader Model Standards, with an emphasis on creating cultures in our schools that support educator development and student learning. Modules include defining teacher leadership, exploring formal and informal teacher leadership roles, adult learning theory, facilitation of group learning and discussion, mitigating difficult discussions and building consensus, organizational change and the change process, building trust, and other skills to create inclusive cultures for professional growth (and student learning!).

Applies to requirement(s): Meets No Distribution Requirement
N. Gardner
Restrictions: This course is offered for graduate students only.

X.EDUC-449 Equity and Social Justice: A Teacher's Role

Credits: 2

In this course, participants will learn to address issues of social justice seamlessly and incorporate social justice into the design of their learning environments. This will be accomplished in three steps: First, participants will be assigned a self-awareness partner to process socialization around social issues. Second, participants will produce narratives about their social justice development. Finally, participants will create action plans that will create learning environments that don't shut down dialogues about difference, but open them up. Participants will then take this new learning and self-awareness and apply it to education systems outside of their classroom.

Applies to requirement(s): Meets No Distribution Requirement
J. Coes

X.EDUC-450 Social-Emotional Learning and Development: Foundations of Social, Emotional, and Academic Development

Not Scheduled for This Year. Credits: 2

In the course, educators will learn the foundational principles of social and emotional learning (SEL) including vocabulary, concepts, and research. They will explore how SEL advances educational equity and personal student growth by establishing affirming learning environments that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. Educators will examine the clear connection and the roles of the school in students' emotional and academic success. Educators will build a strong foundation in social emotional learning that includes equity-based, culturally responsive, and trauma sensitive practices through the use of case studies examples, personal reflection, and portfolio development.

Applies to requirement(s): Meets No Distribution Requirement
The department
Restrictions: This course is offered for graduate students only.

X.EDUC-451 Social-Emotional Learning and Development: Pedagogy and Practice

Not Scheduled for This Year. Credits: 2

In the course, educators will explore ways to put the foundations of social and emotional learning into practice. This exploration includes the examination of available resources, evaluation of ways in which SEL may be built into their current curriculum and instruction, and strategic development of building collaboration and connections with educators, families, and other stakeholders on issues related to social and emotional learning. Educators will reflect on their own social and emotional well-being, identify areas of strength and opportunity of the social and emotional well-being of students, and create a plan of action for their own growth and the growth and empowerment of students.

Applies to requirement(s): Meets No Distribution Requirement
The department
Restrictions: This course is offered for graduate students only.

X.EDUC-452 Topics in Social-Emotional Learning and Development

X.EDUC-452AC Topics in Social-Emotional Learning and Development: 'Advising and Counseling Students Beyond the Classroom'

Fall. Credits: 2

Educators serve in multiple roles to support students in their academic, extracurricular, and, in some cases, dorm lives. This course will provide an overview of the following: school counseling principles, widely adopted models of comprehensive developmental counseling curricula, social-emotional learning, approaches in multicultural counseling, and mentoring students on academic and professional issues. We will also address identification, prevention, intervention, and crisis management strategies for topics including: relationships, mental health, trauma, and substance use/abuse. Students will explore how to analyze various types of student performance data to inform academic and non-academic programming.

Applies to requirement(s): Meets No Distribution Requirement
K. Harrington
Restrictions: This course is offered for graduate students only.

X.EDUC-452AT Topics in Social-Emotional Learning and Development: 'Coaching and Athletics'

Spring. Credits: 2

Educators in public and independent schools often serve in multiple roles, including as coaches for competitive and intramural sports. This class will provide an overview of issues related to supporting the student athlete, including the following: administering sport programs, principles of effective coaching, promoting and coaching the college-bound student athlete, compliance with governing bodies in sport, equity in athletics, team-building, event management, and sport safety.

Applies to requirement(s): Meets No Distribution Requirement
J. Rivers

X.EDUC-455 Outreach and Advocacy for Educational Change

Credits: 4

This course integrates Teacher Leader Model Standards for Domains VI and VII: assessing community needs and values, engaging families and colleagues in partnerships, and advocating for students and for the teaching profession. Participants will explore culturally responsive teaching approaches and strategies for collaborating with families to support meaningful and relevant student learning and development. Participants will also learn how to use research, policies, and persuasive communications to help build appropriate programs, interventions, and advocacy efforts that promote positive outcomes for both students and teachers.

Applies to requirement(s): Meets No Distribution Requirement
J. Coes

X.EDUC-456 Promoting Professional Learning

Not Scheduled for This Year. Credits: 2

This course is centered around Domain Three of the Teacher Leader Model Standards, with an emphasis on evaluating and creating school cultures for professional learning and professional development design. Modules for this class will include school climate and culture audits, the change process, analyzing school community and data to pinpoint professional development needs, and evaluating professional learning. Teachers will walk away with design plans for creating cultures of adult learning to improve student learning.

Applies to requirement(s): Meets No Distribution Requirement
S. Brown Wessling

X.EDUC-457 Personal and Professional Leadership in Education

Credits: 1

This course is designed to help educators cultivate their skills as reflective practitioners as a means of enhancing personal leadership development. Students will examine personal leadership qualities and the role of storytelling as leadership. Course participants will create individualized learning plans that allow for deeper exploration of personal and professional leadership interests. The menu of options for personalized learning will include further reading in the domains of adult development, professional learning, motivation, leadership and related topics.

Applies to requirement(s): Meets No Distribution Requirement
S. Brown Wessling

X.EDUC-458 Owning Assessments and Data for Student Learning

Fall. Credits: 2

Built around Domain 5 of the Teacher Leader Model Standards, this course helps teachers build the skills to do just that, as we explore organizational improvement through assessment design. Learn to facilitate and support colleagues in using assessment tools to inform decisions to improve practice and student learning. One module of this class includes an exploration of Improvement Science, a new methodology brought to education from the health field, where teachers will learn how small ideas can be tested and taken to scale, potentially impacted organizational change. Embedded in practice, focused on your personal and professional growth.

Applies to requirement(s): Meets No Distribution Requirement
D. Massey

X.EDUC-459 Independent Schools: Experienced Teachers Seminar Practice

Credits: 2

This course is designed for teachers with 2-5 years of classroom experience at independent schools. Building from participants' experience, the course focuses on improving teachers' use of evidence-based practices to support children's progress. Topics include: focused observation, instructional support, emotional support, classroom organization, giving and receiving feedback and designing your ideal classroom. Participants will reflect on and share feedback about their teaching practices, and continue to develop their practice in this engaging learning community.

Applies to requirement(s): Meets No Distribution Requirement
The department

X.EDUC-460 Subject-Specific Methods 1 for Middle and Secondary Teachers

Fall. Credits: 2

This course is the first of two methods courses. Firmly embedded within the EL Education Model, it will provide opportunities for participants to explore the links among the theoretical underpinnings of expeditionary learning, experiential learning, and project-based learning through an interdisciplinary approach, with a focus on arts integration. Students will engage with the Understanding by Design (UBD) model of curriculum development, focusing on universal access to content for a full range of learners. Students will connect theory with practice and reflect on their practice.

Applies to requirement(s): Meets No Distribution Requirement
A. Beattie
Restrictions: This course is limited to Mount Holyoke MAT, MATM, and MATL students only
Advisory: Requires a field-experience in an educational setting.

X.EDUC-461 The Process of Teaching and Learning: Developing Literacy in Our Schools

Fall. Credits: 4

Through a balanced and integrated approach, students will learn to develop literacy in our schools. Class members will learn about emergent literacy, diagnosing language needs, integrating phonics skills in a literature-based program, the teaching of process writing, children's fiction and nonfiction literature, and a variety of formative and summative ways to assess learning.

Applies to requirement(s): Meets No Distribution Requirement
T. Sullivan-Daley
Restrictions: This course is limited to Mount Holyoke MAT, MATM, and MATL students only
Advisory: Requires a field-experience in an educational setting.
Notes: Requires a field experience in an educational setting.

X.EDUC-462 Subject-Specific Methods 2

This advanced course builds on the design Subject-Specific Methods 1, and focuses on the development of subject specific curriculum units. Firmly embedded within the EL Education Model, links will be made between the theoretical underpinnings of subject specific pedagogy, differentiated learning, sheltered immersion, assessment, and the community/school/classroom/students. Students will connect theory with practice through their work with subject-specific experts from the field and through reflecting on their practice.

X.EDUC-462AR Subject-Specific Methods 2: 'The Arts'

Fall. Credits: 2

This advanced course builds on the design principles and interdisciplinary approach of Subject-Specific Methods 1, and focuses on the development of subject specific curriculum units. Firmly embedded within the EL Education Model, links will be made between the theoretical underpinnings of subject specific pedagogy, differentiated learning, sheltered immersion, assessment, and the community/school/classroom/students. Students will connect theory with practice through their work with subject-specific experts from the field and through reflecting on their practice.

Applies to requirement(s): Meets No Distribution Requirement
K. Ripley
Restrictions: This course is limited to Mount Holyoke MAT, MATM, and MATL students only
Advisory: X.EDUC-460 Subject-Specific Methods 1. Completion of EL slice in the summer, as well as placement in a school setting (as many activities will require the participant to teach mini lessons etc.).

X.EDUC-462EN Subject-Specific Methods 2: 'English'

Fall. Credits: 2

This advanced course builds on the design principles and interdisciplinary approach of Subject-Specific Methods 1, and focuses on the development of subject specific curriculum units. Firmly embedded within the EL Education Model, links will be made between the theoretical underpinnings of subject specific pedagogy, differentiated learning, sheltered immersion, assessment, and the community/school/classroom/students. Students will connect theory with practice through their work with subject-specific experts from the field and through reflecting on their practice.

Applies to requirement(s): Meets No Distribution Requirement
T. Thomas
Restrictions: This course is limited to Mount Holyoke MAT, MATM, and MATL students only
Advisory: X.EDUC-460 Subject-Specific Methods 1. Completion of EL slice in the summer, as well as placement in a school setting (as many activities will require the participant to teach mini lessons etc.).

X.EDUC-462FR Subject-Specific Methods 2: 'Foreign Languages'

Fall. Credits: 2

This advanced course builds on the design principles and interdisciplinary approach of Subject-Specific Methods 1, and focuses on the development of subject specific curriculum units. Firmly embedded within the EL Education Model, links will be made between the theoretical underpinnings of subject specific pedagogy, differentiated learning, sheltered immersion, assessment, and the community/school/classroom/students. Students will connect theory with practice through their work with subject-specific experts from the field and through reflecting on their practice.

Applies to requirement(s): Meets No Distribution Requirement
The department
Restrictions: This course is limited to Mount Holyoke MAT, MATM, and MATL students only
Advisory: X.EDUC-460 Subject-Specific Methods 1. Completion of EL slice in the summer, as well as placement in a school setting (as many activities will require the participant to teach mini lessons etc.).

X.EDUC-462HS Subject-Specific Methods 2: 'History/Social Sciences'

Fall. Credits: 2

This advanced course builds on the design principles and interdisciplinary approach of Subject-Specific Methods 1, and focuses on the development of subject specific curriculum units. Firmly embedded within the EL Education Model, links will be made between the theoretical underpinnings of subject specific pedagogy, differentiated learning, sheltered immersion, assessment, and the community/school/classroom/students. Students will connect theory with practice through their work with subject-specific experts from the field and through reflecting on their practice.

Applies to requirement(s): Meets No Distribution Requirement
A. Beattie, C. Swift
Restrictions: This course is limited to Mount Holyoke MAT, MATM, and MATL students only
Advisory: X.EDUC-460 Subject-Specific Methods 1. Completion of EL slice in the summer, as well as placement in a school setting (as many activities will require the participant to teach mini lessons etc.).

X.EDUC-462MA Subject-Specific Methods 2: 'Mathematics'

Fall. Credits: 2

This advanced course builds on the design principles and interdisciplinary approach of Subject-Specific Methods 1, and focuses on the development of subject specific curriculum units. Firmly embedded within the EL Education Model, links will be made between the theoretical underpinnings of subject specific pedagogy, differentiated learning, sheltered immersion, assessment, and the community/school/classroom/students. Students will connect theory with practice through their work with subject-specific experts from the field and through reflecting on their practice.

Applies to requirement(s): Meets No Distribution Requirement
E. Foley
Restrictions: This course is limited to Mount Holyoke MAT, MATM, and MATL students only
Advisory: X.EDUC-460 Subject-Specific Methods 1. Completion of EL slice in the summer, as well as placement in a school setting (as many activities will require the participant to teach mini lessons etc.).

X.EDUC-462SC Subject-Specific Methods 2: 'The Sciences'

Fall. Credits: 2

This advanced course builds on the design principles and interdisciplinary approach of Subject-Specific Methods 1, and focuses on the development of subject specific curriculum units. Firmly embedded within the EL Education Model, links will be made between the theoretical underpinnings of subject specific pedagogy, differentiated learning, sheltered immersion, assessment, and the community/school/classroom/students. Students will connect theory with practice through their work with subject-specific experts from the field and through reflecting on their practice.

Applies to requirement(s): Meets No Distribution Requirement
M. Winston
Restrictions: This course is limited to Mount Holyoke MAT, MATM, and MATL students only
Advisory: X.EDUC-460 Subject-Specific Methods 1. Completion of EL slice in the summer, as well as placement in a school setting (as many activities will require the participant to teach mini lessons etc.).

X.EDUC-466 Social-Emotional Learning and Development: Instructional Coaching And Mentoring

Fall. Credits: 2

With the knowledge of applying foundational principles and pedagogical strategies of social and emotional learning, educators in this course will learn best practices in the coaching and mentoring of other educators toward resource utilization, implementation of practices, and the identification and embodiment of dispositions that promote social and emotional learning. Educators in this course will begin to train other educators to be culturally responsive, trauma-informed, reflective practitioners who attend to the social and emotional well-being of themselves, their students, and communities they serve. Educators will engage in practical application and evaluation of their budding skills.

Applies to requirement(s): Meets No Distribution Requirement
The department
Restrictions: This course is offered for graduate students only.

X.EDUC-467 Coaching, Mentoring, and Facilitating Instructional Improvements

Credits: 2

This course provides opportunities for teachers to design, develop, critique, implement, give, and receive feedback on professional development experiences that align with the Common Core standards and the particular needs of the school/district's participating staff. Modules include staying focused on content while developing collaborative relationships, engaging in reflective dialogue with teachers and administrators, developing leadership skills, professional growth, and technology for collaborative learning. Participants will be able to individualize their learning experience based on an area of choice for personal and professional growth: instructional coaching, mentoring, or peer coaching.

Applies to requirement(s): Meets No Distribution Requirement
E. Kuypers, S. Regner

X.EDUC-468 Leadership in Practice for Educators

Spring. Credits: 1

In this course students will develop their goals as teacher leaders and will engage in discussions, readings, modules, and activities that support professional growth. Critical course concepts will be introduced in a whole group book study format. Additionally, students will explore opportunities for leadership in education through conversations with guest experts in the field. At the culmination of the course students will complete an articulation of practice and professional development plan.

Applies to requirement(s): Meets No Distribution Requirement
S. Brown Wessling
Restrictions: This course is offered for graduate students only.

X.EDUC-469 Models of Entrepreneurship in Education

Spring. Credits: 1

Today's challenges in education require creative, out-of-the-box ideas and entrepreneurial teachers are often best positioned to design and implement these solutions. In this course we will explore different models of entrepreneurship in education, including how it works within the contexts of working in classrooms and schools, in nonprofits, as authors and consultants, and in commercial endeavors. Through case studies and guest lectures students investigate entrepreneurial approaches to address existing problems, challenges, and opportunities in education. Students will develop their own ideas around new programming, services, advocacy, and/or ways to increase access to education.

Applies to requirement(s): Meets No Distribution Requirement
T. Espinosa
Restrictions: This course is offered for graduate students only.

X.EDUC-471 Communications and Networking for Teachers

Credits: 1

In this course, students will develop their skills of networking, communication, and leadership by organizing special events such as panel discussions, webinars, public forums, and speaker series' on current topics and pressing issues in the field of education. Students will collaborate to identify areas of focus for these events and will then work with the course instructor to recruit speakers, develop promotional campaigns and communications, facilitate sessions, create resource materials, and engage constituents.

Applies to requirement(s): Meets No Distribution Requirement
S. Brown Wessling
Restrictions: This course is limited to Teacher Leadership MAT students only

X.EDUC-476 Independent School: Beyond the Classroom

Not Scheduled for This Year. Credits: 2

The independent school faculty member wears many "hats" in addition to that of the teacher. Students in this course study the non-teaching aspects of independent school work, improving their ability to serve as stewards of their schools' missions. Guest speakers from independent schools will address these roles and facilitate students' investigation of other topics including school governance and administration, admissions, advancement, athletics, counseling, student and residential life, and more. Coursework will include analyzing case studies, budgets, interviewing various departments and jobs within an independent school, and an in-depth case study of the student's context based on current independent school standards and best practices. Student work will culminate in the creation of a personal inventory and growth plan for successful career development in independent schools.

Applies to requirement(s): Meets No Distribution Requirement
P. Mulcahy

X.EDUC-477 Seminar on Effective Teaching and Learning Strategies for Practitioners

Fall. Credits: 4

In this hands-on course, participants working in classrooms explore issues and challenges of their professional and classroom practice, including: workshopping new curricular ideas, integrating evidence-based practices for effective classroom management and teaching, and ways to support other areas of the participants' administrative or co-curricular responsibilities. Participants attend group seminars and individual conferences intended to strengthen their confidence in the classroom and capacity to successfully engage diverse learners. Evaluation of performance is determined through course observations and by written assignments.

Applies to requirement(s): Meets No Distribution Requirement
P. Mulcahy
Advisory: Must be in a teaching role in a school setting.
Notes: This course is graded on a credit/no credit basis. This course may be repeated once for an additional four credits.

X.EDUC-481 Internship in Education Administration

Fall. Credits: 2 - 6

Graduate students undertake an internship of up to 500 hours in an educational setting under the supervision of an PreK-12 school administrator from January through June. This would be a supervised, mentored experience, that is tailored to the student's needs and interests, and approved by a faculty member within the Professional and Graduate Education department. Evaluation of performance is determined by on-site visits, written assignments, as well as supervisor and mentor evaluations. Successful completion of the course is verified based on satisfactory submission of a final product/portfolio and presentation that demonstrates an integration of knowledge and skills gained through their program of study and internship experience.

Applies to requirement(s): Meets No Distribution Requirement
A. Hodosy
Restrictions: This course is limited to Teacher Leadership MAT students only
Notes: Repeatable to a maximum of 6 credits.

X.EDUC-489 Catapult! Capstone Course

Spring. Credits: 2 - 6

This course is designed to catapult students' professional and personal leadership journey to the next level. It serves as an idea incubator, helping give teacher leaders the support and direction they need to propel themselves forward in their work and launch teacher-created ideas to improve education for all students. In this class, graduate students will demonstrate and document the impact of their knowledge gained throughout their journey at Mount Holyoke College. Students will choose a domain of the Teacher Leader Model Standards to focus their capstone work, then they will choose one of four pathways for the semester: a research study, a teacher-created project, a teacher leader internship, or National Board candidacy. They will apply their skill and knowledge under a teacher leader coach, who will support them and engage in weekly reflective practice of their teacher leadership work. At the end of the semester, teachers will complete and share a portfolio that demonstrates how their experiential learning experience has enhanced their practice as a leader and a teacher leader.

Applies to requirement(s): Meets No Distribution Requirement
N. Gardner, G. Bass
Restrictions: This course is limited to Teacher Leadership MAT students only

X.EDUC-495 Independent Study

Fall and Spring. Credits: 1 - 4

The department
Restrictions: This course is offered for graduate students only.
Instructor permission required.
Notes: In fall, spring, and full summer terms, this independent study may range from 1 to 4 credits. In January and partial summer terms (Summer 1, Summer 2) this independent study may range from 1 to 2 credits.

X.ELL-403 Research in Teaching English Language Learners

Credits: 3

This course introduces teacher candidates to the sociocultural context of schooling and examines current research in the field of ELL teaching and learning. The course will support teacher candidates in developing an orientation toward teaching as inquiry, as well as the ability to read and conduct classroom research. Critical qualitative methods (e.g., ethnography, case study, action research) will be considered and teacher research in the ELL classroom will be emphasized. Teacher candidates will develop and complete a qualitative inquiry project that investigates an aspect of language teaching or learning of interest to them.

Applies to requirement(s): Meets No Distribution Requirement
A. Lopez

X.ELL-406 Introduction to Teaching English Language Learners

Fall. Credits: 2

This introductory course examines theories and issues related to multilingual education and teaching English language learners in the United States today. Specifically, students will be introduced to approaches and pedagogies that support teaching linguistically and culturally diverse learners in the PK-12 setting and the places where second language acquisition theory and practice intersect. In addition, this course will prepare participants to sit for the Massachusetts ESL Test for Educator Licensure (MTEL).

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is offered for graduate students only.

X.ELL-416 Language Assessment and Classroom Practice

Credits: 2

Brief introduction to theory and practice in assessing students' academic English proficiency. Students will learn about purposes of and types of language assessments (e.g., large-scale standardized tests like WIDA ACCESS, alternative assessments like portfolios, formative assessments) and practice designing oral language assessment tasks and using rubrics to evaluate student writing.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby

X.ELL-418 Second Language Acquisition and Classroom Practice

Credits: 2

This course will a) introduce students to theories of second language acquisition (cognitive, social, and linguistic influences) and how these inform teaching practices, and b) introduce teaching methods and approaches to teaching ELLs so students can begin to make informed context-sensitive decisions about language teaching methods, techniques, lesson planning, materials, classroom management, etc.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby

X.ELL-421 Linguistics for Teachers

Fall. Credits: 2

This course provides teacher candidates with an in-depth analysis of the structural and functional components of language: syntax, phonetics, phonology, morphology, semantics, register, and genre. Teacher candidates will apply concepts to language teaching and learning. The course will also include an in-depth look at functional linguistics and critical genre theory, focusing on how language functions in academic speech and writing.

Applies to requirement(s): Meets No Distribution Requirement
H. Graham
Restrictions: This course is offered for graduate students only.

X.ELL-422 Practicum Seminar in Teaching and Learning: Elementary ELL Education

Spring. Credits: 4

This licensure-level weekly seminar provides teacher candidates with opportunities to examine curriculum development models, develop curricular units utilizing state and national content area standards, review research-based models of classroom management, and engage in dialogue with practicing teachers regarding various aspects of teaching and learning. Additional topics covered will include: implementing translanguaging pedagogy, developing productive partnerships between ELL and content area teachers, legal obligations of teachers, and home-school communication.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only

X.ELL-423 Student Teaching English Language Learners in Elementary Schools

Spring. Credits: 10

Teacher candidates participate in full-time supervised student teaching of grades PK-6 ELLs from January to June. Teacher candidates will hone classroom management skills, implement extended curricular units designed to support students' development of disciplinary literacies, deliver lessons to support disciplinary English development in all content areas, and develop a wide range of assessment skills. Evaluation of performance is determined by on-site visits and written assignments. Successful completion of the course is premissed based on satisfactory submission of the CAP requirements for licensure preparation.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only
Advisory: Students may only register for X.ELL-423 if concurrently taking X.ELL-422.
Notes: This course is graded on a credit/no credit basis.

X.ELL-426 Methods in Teaching English Language Learners (ELL Methods)

Fall. Credits: 4

This course focuses on applying theories, principles, and evidence-based methods of second language acquisition to the development of materials, lessons, and curricula for teaching disciplinary English to K-12 speakers of other languages. Teacher candidates will cultivate skills in the design and delivery of contextualized lesson plans, develop expertise in the selection and evaluation of materials such as textbooks, computer-assisted materials, and realia, and demonstrate their understanding of critical issues in teaching ELLs. Teacher candidates must simultaneously be participating in pre- practicum observations.

Applies to requirement(s): Meets No Distribution Requirement
A. Lopez
Restrictions: This course is offered for graduate students only.
Advisory: X.ELL-403 and X.ELL-418 advised but not required.
Notes: Requires a field experience in an educational setting.

X.ELL-431 Student Teaching English Language Learners in Secondary Schools

Spring. Credits: 10

Teacher candidates participate in full-time supervised student teaching of grades 5-12 ELLs from January to June. Teacher candidates will hone classroom management skills, implement extended curricular units designed to support students' development of disciplinary literacies, deliver lessons to support disciplinary English development in all content areas, and develop a wide range of assessment skills. Evaluation of performance is determined by on-site visits and written assignments. Successful completion of the course is premissed based on satisfactory submission of the CAP requirements for licensure preparation.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only
Advisory: Students may only register for X.ELL-431 if concurrently taking X.ELL-433.
Notes: This course is graded on a credit/no credit basis.

X.ELL-433 Practicum Seminar in Teaching and Learning: Secondary ELL Education

Spring. Credits: 4

This licensure-level weekly seminar provides teacher candidates with opportunities to examine curriculum development models, develop curricular units utilizing state and national content area standards, review research-based models of classroom management, and engage in dialogue with practicing teachers regarding various aspects of teaching and learning. Additional topics covered will include: implementing translanguaging pedagogy, developing productive partnerships between ELL and content area teachers, legal obligations of teachers, and home-school communication.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only

X.ELL-436 Exceptional Learners Internship I

Fall and Spring. Credits: 1 - 4

Students pursuing an additional license are expected to complete a supervised field experience of at least 150 hours in an approved public school classroom within the licensure area pursued. Placements may be located within or outside of western Massachusetts. In addition to the field experience component, students attend regular course meetings. Reading and writing assignments are an opportunity to learn more about tracking student development, advocacy, utilizing action research as a tool for professional development and collaboration, and leveraging an additional license on the job market.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is offered for graduate students only.
Notes: This course is graded on a credit/no credit basis.

X.ELL-438 Exceptional Learners Internship II

Not Scheduled for This Year. Credits: 1 - 3

Students pursuing an additional license in teaching English language learners are expected to complete a supervised field experience of at least 100 hours in an approved ELL program in a public school setting (e.g., ELL content classroom, push-in teaching, pullout to separate classroom). In addition to the field experience component, students attend weekly course meetings, during which they will have the opportunity to learn more about language development in the four domains (listening, speaking, reading, writing), planning curriculum for effective English language instruction in K-12 standards based settings, and ELLs and technology.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only
Notes: This course is graded on a credit/no credit basis.

X.ELL-451 English Language Development Standards and Assessment Framework

Credits: 1

This course introduces teacher candidates to the WIDA English language development standards and assessment framework, with a particular focus on understanding the large-scale standardized assessment of English language learners (e.g., WIDA ACCESS 2.0). This course will prepare teacher candidates to understand test design, prepare to participate in administrator training, and interpret score reports in ways that support their ability to use assessment to inform instruction and communicate with students and families about students' English language development needs and progress.

Applies to requirement(s): Meets No Distribution Requirement
D. Yousfi
Restrictions: This course is limited to Mount Holyoke MAT students only

X.ELL-463 Teaching English Language Learners: Sheltered English Immersion Endorsement Standalone

Fall and Spring. Credits: 4

This course is offered for teachers seeking SEI endorsement. It serves as the ReTELL course that provides an overview of pragmatic pedagogical strategies for including English Language Learners in content area classroom instruction. Readings in language acquisition theory, language learning and teaching, effective lesson design and assessment, Sheltered Instruction Observation Protocol and knowledge of intercultural learners are covered. Students will have experience developing and adapting lessons and curriculum to address the needs of students in their pre-practicum settings.

Applies to requirement(s): Meets No Distribution Requirement
H. Graham
Advisory: This course is offered for licensed Massachusetts teachers and teacher candidates seeking SEI endorsement

X.SPED-416 Interventions for Behavior and Classroom Management

Spring. Credits: 1

In this course students will review research, theories, and practices for responding to challenging behavior. Topics will include establishing effective rules and procedures, classroom-and school-wide behavior management systems, and approaches for addressing individual student behavior and developing relationships with children and support professionals to improve behavior across settings.

Applies to requirement(s): Meets No Distribution Requirement
E. Casioppo, I. Fowler

X.SPED-421 Assistive Technology for Special Education

Fall. Credits: 1

This course provides an introduction to teaching with technology and, more specifically, how assistive technologies can be used by individuals with disabilities, PreK-12, to enhance the teaching and learning experience. Students will have the opportunity to explore a range of devices, applications, software, etc. that enhance access to academic and non-academic learning in schools. Course assignments will help students develop an understanding of how to assess student assistive technology needs, employ and monitor interventions, and improve teaching through the use of technology.

Applies to requirement(s): Meets No Distribution Requirement
A. Osborne
Restrictions: This course is offered for graduate students only.

X.SPED-422 Practicum Seminar: Teaching and Learning for Moderate Disabilities Licensure PreK-8

Spring. Credits: 4

During seminar students will discuss the teaching of children PreK-8 with mild and moderate disabilities in school settings, review research-based models of instruction, and engage in dialogue with professionals regarding numerous aspects of teaching and student learning. Topics covered include: preparing and implementing IEPs, designing and modifying curriculum, use of assistive technology, developing a positive classroom climate and addressing challenging behavior, collaboration with other agencies, and the legal regulations governing special education. In addition, seminars will include discussion of best practices for educating English language learners and for developing effective communication between home and school.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only

X.SPED-423 Student Teaching in Inclusive and Substantially Separate Classrooms for Students PreK-8 with Moderate Disabilities

Spring. Credits: 10

Teacher Candidates (TC) undertake full-time supervised student teaching from January through June in PreK-8 classrooms for students with Mild/Moderate Disabilities. The student teaching is comprised of over 600 hours of mentored experience, two-thirds of which will occur in inclusive settings and one-third in a substantially separate setting, to satisfy the state requirements for licensure. Evaluation of performance is determined by on-site visits, written assignments, and successful completion of the course is verified based on satisfactory submission of the CAP requirements for licensure preparation.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only
Advisory: Students may only register for X.SPED-423 if concurrently taking X.SPED-422.
Notes: This course is graded on a credit/no credit basis.

X.SPED-426 The Inclusive Classroom

Credits: 2

This course surveys the etiology, diagnosis, and remediation of learning differences including dyslexia, attention deficit disorder, autism, as well as factors that influence a child's readiness to learn. Students present, discuss, question, and exchange ideas that contribute to an overall understanding of special education in the field. With an emphasis on inclusion in schools, students explore the impact of current policies, assessments, and practices. Students will have the opportunity to examine and practice applying interventions and approaches that support student engagement and prosocial behavior. The focus is on adapting the learning environment, classroom structures, and teaching approach so that all children, regardless of learning strengths and needs are supported to reach their potential and achieve meaningful goals.

Applies to requirement(s): Meets No Distribution Requirement
G. Bass
Restrictions: This course is limited to Mount Holyoke MAT, MATM, and MATL students only

X.SPED-431 Student Teaching in Inclusive and Substantially Separate Classrooms for Students Grades 5-12 with Moderate Disabilities

Spring. Credits: 10

Teacher Candidates (TC) undertake full-time supervised student teaching from January through June in Grades 5-12 classrooms for students with Mild/Moderate Disabilities. The student teaching is comprised of over 600 hours of mentored experience, two-thirds of which will occur in inclusive settings and one-third in a substantially separate setting, to satisfy the state requirements for licensure. Evaluation of performance is determined by on-site visits, written assignments, and successful completion of the course is verified based on satisfactory submission of the CAP requirements for licensure preparation.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only
Advisory: Students may only register for X.SPED-431 if concurrently taking X.SPED-433.
Notes: This course is graded on a credit/no credit basis.

X.SPED-433 Practicum Seminar: Teaching and Learning for Moderate Disabilities Licensure 5-12

Spring. Credits: 4

During seminar students will discuss the teaching of children grades 5-12 with mild and moderate disabilities in school settings, review research-based models of instruction, and engage in dialogue with professionals regarding numerous aspects of teaching and student learning. Topics covered include: preparing and implementing IEPs, designing and modifying curriculum, use of assistive technology, developing a positive classroom climate and addressing challenging behavior, collaboration with other agencies, and the legal regulations governing special education. In addition, seminars will include discussion of best practices for educating English language learners and for developing effective communication between home and school.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only

X.SPED-436 Exceptional Learners Internship I

Fall and Spring. Credits: 1 - 4

Students pursuing an additional license are expected to complete a supervised field experience of at least 150 hours in an approved public school classroom within the licensure area pursued. Placements may be located within or outside of western Massachusetts. In addition to the field experience component, students attend regular course meetings. Reading and writing assignments are an opportunity to learn more about tracking student development, advocacy, utilizing action research as a tool for professional development and collaboration, and leveraging an additional license on the job market.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is offered for graduate students only.
Notes: Credit/no credit grading.

X.SPED-438 Exceptional Learners Internship II

Not Scheduled for This Year. Credits: 1 - 3

Students are expected to complete a supervised field experience of at least 100 hours in an inclusive classroom in a public school setting. In addition to the field experience component, students attend weekly course meetings. Reading and writing assignments focus on a survey of learning disabilities, descriptions of special education programs, understanding Individuals with Disabilities Education Act polices and placement options, interpreting Individualized Education Program plans, and planning curriculum for inclusive classrooms.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is offered for graduate students only.
Notes: This course is graded on a credit/no credit basis.

X.SPED-441 Differentiated Instruction for Diverse Learners

Credits: 2

This course will address the design and modification of curriculum, instructional materials, and general education classroom environments for students with moderate disabilities. Students will learn ways to prepare and maintain students with disabilities to succeed in general education classrooms, to monitor academic and behavioral progress, and to make instructional decisions accordingly. Students will experiment with a variety of technological tools for teaching PreK-12 such as applications and web-based tools that for student engagement and progress monitoring. Coverage will include instruction on assistive technology, including AAC, to support students with disabilities to learn in the least restrictive environment.

Applies to requirement(s): Meets No Distribution Requirement
E. Casioppo

X.SPED-447 Assessment and Instruction for Exceptional Learners

Fall. Credits: 3

In this class, students will examine legal policies and ethical principles of measurement and assessment related to special education referral, eligibility, and placement for individuals with exceptionalities, including those from culturally and linguistically diverse backgrounds. Through course activities students learn to: administer psychoeducational and achievement tests; explore formal and informal assessments that minimize bias; interpret results and use data to guide educational decisions for individuals with exceptionalities; make collaborative, data-based decisions with and about learners; monitor the learning progress of individuals with exceptionalities.

Applies to requirement(s): Meets No Distribution Requirement
L. Nunes
Restrictions: This course is offered for graduate students only.

X.SPED-463 Foundations of Reading: Development, Comprehension, Instruction, and Assessment

Not Scheduled for This Year. Credits: 4

Reading development, assessment, comprehension and instruction are central to the course. Through a combination of readings, lectures, & experiences, this course will provide students with the knowledge & skills to assess literacy needs and implement effective language arts instruction for all learners. The course includes a study of the writing process, with coverage of phonics, spelling, & grammar. The Massachusetts Curriculum Framework for English Language Arts and Literacy is addressed, as are all content objectives for the Foundations of Reading MTEL test required of Early Childhood, Elementary, and Moderate Disabilities (PreK-8 and 5-12) licensure candidates in the Commonwealth.

Applies to requirement(s): Meets No Distribution Requirement
S. Frenette
Advisory: Requires a field-experience in an educational setting

X.SPED-471 Legal Perspectives in Special Education

Credits: 1

This course will review state and federal laws and regulations that represent the requirements for special education. Participants will be introduced to concepts including educational terminology for students with mild to moderate disabilities; preparation, implementation, and evaluation of Individualized Education Programs (IEPs); review of federal and state laws and regulations pertaining to special education and the history of special education.

Applies to requirement(s): Meets No Distribution Requirement
K. Carriere
Notes: The class will include (hybrid: virtual or in-person) weekly synchronous meetings as well as asynchronous learning modules that students will complete independently.

X.SPED-481 Special Education Law: Transitions, Collaboration, and Applications

Credits: 2

This online course will review state and federal laws and regulations which governing special education and their implications, including preparation, and evaluation of Individualized Education Programs (IEPs), knowledge of transition services and services provided by other agencies, strategies for building and maintaining collaborative partnerships with team members, the role of families in advocacy and planning, and cultural variables that influence school culture and accessibility.

Applies to requirement(s): Meets No Distribution Requirement
K. Carriere
Notes: The class will include (hybrid: virtual or in-person) weekly synchronous meetings as well as asynchronous learning modules that students will complete independently.

X.SPED-495 Independent Study

Fall and Spring. Credits: 1 - 4

Students enrolled in this course collaborate with the instructor to further their learning in teacher leadership through advanced independent research or an academic project on a specific topic that is distinct from existing course offerings within the MATL program of study. Together they outline a series of academic activities and unique work products that the student generates throughout the semester to demonstrate learning. Some examples include: conducting in-depth research, developing programs or curriculum related to instructional leadership, mentoring, and coaching, writing comprehensive papers for presentation and/or publication in education journals.

The department
Restrictions: This course is offered for graduate students only.
Instructor permission required.
Notes: In fall, spring, and full summer terms, this independent study may range from 1 to 4 credits. In January and partial summer terms (Summer 1, Summer 2), this independent study may range from 1 to 2 credits.