TEP Graduate Courses

2009-2010

Below is an explanation of the coursework and fieldwork that the Harvard Teacher Education Program (TEP) requires of its 2009-2010 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 2009

During the eight-week Summer Component, MCMS and TAC candidates teach in the Cambridge-Harvard Summer Academy during the mornings (for a total of about 115 hours); and, in the afternoons, they complete four “modules” (each the equivalent of half of a semester course) plus a non-credit workshop. The modules include:

T-210A Introduction to Teaching (2 credits)

Instructor: Vicki Jacobs

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 will focus 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: Debby Saintil Previna

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’ race and class shapes the political terrain of their classrooms. In this module, we will focus primarily on the dynamic 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, lecture 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.

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

Instructor: Wendy Harbour

This module will focus 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  (Workshop/non-credit)

Instructor: Scott Seider

This workshop 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: 8

Fall 2009

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: Vicki Jacobs

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. The course is limited to English candidates enrolled in the Teacher Education Program.

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

Instructor: Meira Levinson

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. It is limited to history and social studies candidates enrolled in Teacher Education Program. 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,” and other topics.

T-214 Teaching Mathematics (4 credits)

Instructor: Jon Star

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. This course is designed for students in the Teacher Education Program; other students who have an interest in mathematics education are welcome; permission of the instructor is required.

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. This course is limited to students in the Teacher Education Program or with permission of the instructor.

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

Total fall-term credits: 14-18

January 2010

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

Instructor: Meira Levinson
Urban schools are complex political constructs. Many actors from many different vantage points (local, state, and national policy-makers, politicians, government bureaucrats, business leaders, non-profits, parents, teachers, etc.) have tried to construct, 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, they have been the target of specific initiatives. Frequently, the most profound effects on urban schools have resulted from decisions that were ostensibly not about education at all: housing and zoning regulations, highway construction initiatives, immigration policies, economic trends, and so forth. It seems fair to say that the results 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 six sessions of this module, namely: How have people tried to achieve equity in urban schools over time? We will look at equity in attendance (focusing especially on desegregation initiatives and to a lesser extent on dropout rates and policies), curriculum provision (including tracking and detracking initiatives), pedagogy (including Direct Instruction, constructivist, and culturally-responsive approaches), assessment and accountability (focusing on state curriculum standards and NCLB), and school structures (including the comprehensive and small school movements and community schools). By considering the relationship among intentions, school and social contexts, and outcomes with respect to these issues, TEP students will gain important understandings that will help them be reflective and effective actors in a variety of urban educational contexts.

Total January-term credits: 2

Spring 2010

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)

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 advisory and other required program course work, includes teaching and assuming additional instructional responsibilities as outlined by the program.

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

Instructor: Claire White

This module introduces students to the current landscape of English language learners (ELL) and ELL policy, and then focuses on classroom practices used to support English learners in the mainstream English, math, science, or social studies classroom. In this module, participants will gain a basic understanding of underlying theories and practical strategies that enhance the success of English language learners in classroom contexts. Course readings, discussions, and activities will emphasize the academic development of ELLs at the middle- and secondary-school levels. The module will highlight the role of vocabulary and comprehension in second-language acquisition. Participants will increase their understanding of how language and content learning can be integrated and how this can inform teaching decisions. Instruction in this module is based on the ACCESS curriculum, developed at the School for International Training, which aligns with the Massachusetts Department of Education requirements for teachers of English language learners. Enrollment is limited to students in the Teacher Education Program's Cambridge-Harvard Summer Academy. (Offered in January 2009)

T-210N Everyday Antiracism for Educators (2 credits)

Instructor: Mica Pollock

This module is a workshop designed primarily for educators currently in classrooms and schools. It utilizes a new text edited by the instructor, Everyday Antiracism: Getting Real about Race in School, in which 65 authors pinpoint daily, moment-to-moment actions educators can take to dismantle structures of racial inequality. In the module, we will focus on how everyday interactions between educators, students, parents, and colleagues in schools navigate core issues of race, and do or do not equalize opportunity across racial lines. Our goal is to consider the ramifications of educators’ everyday behavior inside schools, while learning to navigate the core minefields of pursuing antiracism in education. We will utilize the real-world experiences and dilemmas of course participants as our key subject matter, and we will debate and strategize these real-world experiences using the advice and expertise of scholars in race and education studies. This course is required for students in the Teacher Education Program, but is open to all HGSE students.

Total spring-term credits: 8-12

Total yearlong credits: 36

The Year-end Component

The Teacher Education Program's Year-end Component takes place the week after candidates complete their 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.