TEP Graduate Courses

2011-2012

Below is an explanation of the coursework and fieldwork that the Harvard Teacher Education Program (TEP) requires of its 2011-2012 candidates enrolled in the MidCareer Math and Science Program (MCMS) and the Teaching and Curriculum Program (TAC). All courses are designed to support and complement candidates' fieldwork and to ensure that candidates are exposed to theories and practices that address the State's Professional Standards for Teachers and the Massachusetts Curriculum Frameworks.

Summer 2011

During the nine-week Summer Component, MCMS and TAC candidates teach in the Cambridge-Harvard Summer Academy during the mornings (for a total of about 100 hours); and, in the afternoons, they complete five “modules” (each the equivalent of half of a semester course). The modules include:

T-210A Introduction to Teaching (2 credits)

Instructors: Steve Matteo, Rachel Otty, Paul Natola, Victor Pereira

This module introduces Teacher Education Program candidates to core aspects of teaching that they will continue to examine in their fall-term methods classes. Particular focus is on lesson planning (including examination of the relation among students' learning needs, instructional goals, instructional strategies, and assessment) and the reflective skills necessary to examine and improve upon practice.

H-210A Inquiries into Adolescence: Understanding and Supporting the Development of Urban Youth (2 credits)

Instructor: Noah Rubin

This module focuses on specific aspects of adolescent development that are central to teaching middle- and high-school students, particularly in diverse urban schools. Central to this module is the question of how adolescents construct a sense of self in relation to their larger social contexts. Emphasis will be placed on urban school, family, and neighborhood settings as the context for adolescents' identity development. Readings, class discussions, and activities will facilitate a communal inquiry into the history and uses of development as a concept in education, the role of social and emotional learning, and theories of cognitive development. Racial, gender, and sexual development will also be highlighted as they relate to the practice of education, in general, and to adolescent development, in particular. There are three primary learning goals for the module: (1) to enhance the understanding of adolescent development that new teachers bring into their training and ongoing teaching; (2) to increase recognition of the supporting role education can play in adolescents' understanding and experience of race and ethnicity, class, gender, and sexuality as defining issues in their development; and (3) to generate ideas for promoting healthy development in all aspects of the learning environment, for both students and teachers. To accomplish these goals, the module will provide an overview of classic and contemporary literature on identity development, and provide opportunities to review and construct practical teaching approaches that explicitly promote healthy development in the classroom.

T-210K Power in Urban Classrooms (2 credits)

Instructor: Marcus Walker

Prevailing discourses often describe urban public school teachers as "good" or "bad." Yet simple labels such as "good teacher" or "bad teacher" mask the complexity of the work teachers do. Teachers manage at times competing commitments to their students and their families, the school institution, the broader society, and themselves. This work becomes ever more complex as teachers acknowledge that their own and their students' cultural identities partly shape the political dynamics in their classrooms. In this module, we will focus primarily on the triadic relationship between race, class, and power in urban classrooms, as the subject of race and class is often the subtext of most contemporary discourses on urban schools. Through readings, lectures, and activities we will interrogate different theoretical frameworks that educators have used to explain how urban public school classrooms function as political spaces and how teachers consciously (or not) serve as political actors in these classrooms. Concurrently, we will examine our own understandings of what it means to be an urban public school teacher. Finally, we will aim to respond to the question, "Why do I want to teach in an urban public school?" Recognizing that answers to this question evolve through experience and over time, the course goal is to awaken and develop participants' awareness of the important role they can play in furthering, interrupting, and/or resisting the political agendas of urban public schools.

T-210Z2 Elements of Diversity: Special Education (2 credits)

Instructor: Wendy Harbour

This module focuses on teaching methodologies for general education teachers who have students with disabilities in their classrooms. As more districts embrace inclusion in their schools, teachers are expected to teach a wider variety of learners, and the 2004 reauthorization of special education law further expanded general education teachers’ role in special education. Course readings, class discussions, and activities will focus on three primary goals: First, to provide an introduction to the purpose and role of special education in schools; second, to introduce applicable theories and practical strategies for teaching students with disabilities; and third, to increase knowledge of general education teachers’ roles and responsibilities in the education of disabled students. Emphasis will also be placed on skills for collaborative networking and identifying resources in districts, schools, or classrooms.

T210L A Practical Approach to Classroom Management  (2 credits) 

Instructor: Scott Seider

This module is designed to support teachers in developing a practical, effective and low-stress approach to classroom management. The course focuses on a classroom management system with four components: classroom structure, limit-setting, responsibility training and back-up systems. Through course readings, reflective writing, class discussion and simulations, participants will develop effective classroom management practices, break current “high cost” and ineffective strategies, and establish a proactive, positive classroom setting that maximizes time on learning and minimizes classroom disruptions.

Total summer-term credits: 10

Fall 2011

During the fall term, in addition to completing roughly 175 hours of pre-practicum fieldwork, MCMS and TAC candidates enroll in the following required courses:

One of the following:

T-212 Teaching English (4 credits)

Instructor: Steve Matteo 

This course provides participants with an overview of the theory and practice of teaching English to adolescents in urban middle and secondary schools. The course examines the parameters and professional standards of the discipline; purposes and strategies for teaching literature and language (reading, writing, listening, and speaking); methods of skill-based and inquiry-based instruction; unit and lesson planning; and assessment. Course requirements include class preparation and participation; teacher interviews, a unit project, a focused study project, and a final paper. 

T-213 Teaching History, Political Science/Political Philosophy, and/or Social Studies (4 credits)

Instructor: Rachel Otty 

This course offers an overview of the theory and practice of teaching history, civics, and social studies to adolescents in urban middle and secondary schools. Preservice teachers taking this course will learn how to set meaningful learning and other developmental goals; integrate assessment and data analysis into daily teaching practice; develop a broad repertoire of teaching practices; make connections within and beyond the school walls; integrate middle- and high-school students’ experiences and beliefs into lessons and course design; use available technology effectively; draw upon a variety of classroom management techniques; and design lessons, units, and courses that foster student learning and achievement in urban school settings. This course will also examine a variety of issues specific to history and social studies teaching, including use of primary sources, methods for fostering and managing conversations about contentious issues, current events integration, the history of the “social studies wars,” among other topics. 

T-214 Teaching Mathematics (4 credits)

Instructor: Paul Natola

This course introduces participants to major issues, teaching strategies, resources, pedagogy, and technologies related to the teaching of middle- and high-school mathematics. Through readings, reflective writing assignments, lesson observations, peer teaching, and classroom discussion, participants will explore critical issues in mathematics teaching and learning, including the nature of mathematical understanding, lesson planning, teaching strategies to promote student thinking, instructional technology, and student assessment. 

T-215 Teaching Science (4 credits)

Instructor: Victor Pereira

This course provides an active instructional environment that fosters the development of teachers effectively prepared to meet the challenges of middle- and secondary-school science classrooms. We will draw on the rich research base dealing with science teaching and student learning. We will explore various approaches to the teaching of specific topics and concepts in the content areas of earth and space sciences, life science, the physical sciences, and the nature of science, as well as strategies to assess them. Time will be spent examining exemplary curricula, resources, and relevant issues. Students will gain experience in designing and presenting research-based lessons and providing colleagues with critical feedback. Reflective practices will be emphasized. 

T-310A Pre-Practicum in Secondary Education (Mathematics or Science) (2 credits)

Instructor: Katherine K. Merseth

OR

T-310B Pre-Practicum in Secondary Education (English, History, or Political Science/Political Philosophy) (2 credits)

Instructor: Vicki Jacobs

In partial fulfillment of Massachusetts' teaching licensure requirements, T-310A/B prepares candidates to undertake their practica in the role of a secondary- or middle-school teacher. Fieldwork, which is integrated into advisory and other required program course work, includes observing, assisting, and teaching as well as other instructional responsibilities in a variety of educational settings.

Three Electives (12 credits)

Teacher Education Program candidates must enroll in at least three electives, or a combination of courses and modules totaling 12 credits, during the academic year. These should consist of the following:

• an elective that relates to the student's content area from any school at Harvard, MIT, or the Fletcher School of Diplomacy at Tufts University;
• an elective that is completely free of restrictions/constraints from any school at Harvard, MIT, or the Fletcher School of Diplomacy at Tufts University;
• A "TEP elective,” taught at HGSE and related to education, selected from a list of specific courses.

Total fall-term credits: 14-18

January 2012

T-210X Foundations of Urban Education (2 credits)

Instructor: Meira Levinson
Urban schools are complex political constructs. Many actors from many different vantage points have tried to create, protect, reform, eliminate, and reassess them over time. In many cases, these efforts to shape urban schools reflect broader efforts to shape American schools in general; in other cases, urban schools have been the target of specific initiatives. Some of the most profound effects on urban schools have resulted from decisions that were ostensibly not about education at all: immigration, housing, and zoning regulations, for instance. It seems fair to say that the results for urban education have been mixed at best. Against this backdrop, and as a means of exploring the political and historical dynamics of urban educational institutions, we will investigate a single question over the course of the module, namely: How have people tried to achieve equity in urban schools over time? We will look at equity in attendance (including desegregation initiatives and dropout rates and policies); curriculum provision and pedagogy (including tracking, detracking, and differentiated instruction initiatives); school and district financing; assessment and accountability measures; and school-family partnerships. By considering the relationship among intentions, school and social contexts, and outcomes with respect to these issues, students will gain important understandings that will help them be reflective and effective actors in a variety of urban educational contexts. Instructional methods will include lecture, whole class and small-group discussion, simulations, case study, and other pedagogies.

Total January-term credits: 2

Spring 2012

During the spring term, in addition to completing roughly 400 hours of practicum fieldwork, MCMS and TAC candidates enroll in the following required courses:

T-300A Practicum in Secondary Education (Mathematics or Science) (4 credits)

Instructor: Katherine K. Merseth 

OR

T-300B Practicum in Secondary Education (English, History, or Political Science/Political Philosophy) (4 credits)

Instructor: Vicki Jacobs

In partial fulfillment of Massachusetts' teaching licensure requirements, T-300A/B provides candidates with supervised practice in the role of a secondary- or middle-school teacher. Fieldwork, which is integrated into other required program course work, includes teaching and assuming other clearly defined instructional responsibilities in a classroom; working closely with school practitioners; and participating in a site-based advisory seminar.

T-210Z1 Dimensions of Diversity: English Language Learners (2 credits)

Instructor: Chad Leith

English language learners (ELLs) present a set of unique challenges to teachers in U.S. middle and high schools. Effectively meeting their social, emotional, and academic needs requires an understanding of the factors that shape their learning outcomes, including home country schooling experiences, native language literacy, racial and ethnic identity development, family cohesion, and English language acquisition. Beginning with an examination of the educational realities in many of the developing countries that currently send immigrant students to the United States, this seven-week module will trace the journey that leads students from life and schooling in their countries of origin to the hallways and classrooms of U.S. public schools. A range of ELL experiences will be considered, including those of immigrant newcomers who arrive with limited formal schooling, long-term ELLs who have struggled to develop academic proficiency, and nonnative English speakers who have transitioned into mainstream content-area classrooms. We will also examine several schoolwide educational practices and classroom-based instructional strategies that have been found to support adolescent English language learners for academic success.

Total spring-term credits: 6-10 

Total yearlong credits: 36

The Year-end Component

The Teacher Education Program's Year-end Component takes place two weeks after candidates complete their teaching practica. During the Year-end Component, candidates revisit the major themes of the Program; synthesize their year's experience (i.e., “what they are taking away”); think, with focus, about their upcoming, first year of teaching; and achieve closure.