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Prepares prospective teachers with the methods for teaching mathematics at the middle/secondary school level. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in student teaching placement. This course requires a full-time placement in an educational setting appropriate for the intended certification area. Students work toward mastery of attitudes, techniques, and professional practice for successful teaching. Supervision is provided a by college supervisor and a field-based professional. This course addresses specific N.H. state standards for certification in the following content areas: Mathematics 5-8 and Secondary Mathematics 7-12 and Professional Education Standards (N.H. Standard Ed 610).

Prepares prospective teachers for teaching science at the middle/secondary school level. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in the student teaching placement. This course also requires a full-time placement in an educational setting appropriate for the intended certification area. Students work toward mastery of attitudes, techniques, and professional practices for successful teaching. A college supervisor and a field-based professional provide supervision. This course addresses specific N.H. state standards for certification in the following content areas: Biology, Chemistry, General Science, Earth Science, Physical Science, Physics, and Professional Education Standards (N.H. Standard Ed 610).

Prepares prospective teachers for teaching in general special education K-12. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in the student teaching placement. This course also requires a semester-long placement in an educational setting appropriate for the intended general special education area. Students work toward mastery of attitudes, techniques, and professional practices for successful teaching. A college supervisor and a field-based professional provide supervision. Students document a minimum of 300 hours of work in the schools, including referral, observations, teaching, assessment, remediation, aiding with transition issues, IEP development and implementation, consultation, collaboration, and designing and implementing behavioral programs. Seminars meet weekly throughout the semester. This course addresses specific N.H. state standards for certification in the area of general special education.

Prepares prospective teachers for teaching in general special education K-12. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in the student teaching placement. This course also requires a full time, semester-long placement in an educational setting appropriate for the intended general special education area. Students work toward mastery of attitudes, techniques, and professional practices for successful teaching. A college supervisor and a field-based professional provide supervision. Students document the hours of work in the schools, including referral, observations, teaching, assessment, remediation, aiding with transition issues, IEP development and implementation, consultation, collaboration, and designing and implementing behavioral programs. Seminars meet weekly throughout the semester. This course addresses specific N.H. state standards for certification in the area of general special education.

Prepares prospective teachers for teaching mathematics at the middle/secondary school level. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in the teaching placement. This course also requires placement in an educational setting appropriate for the intended certification area. Students work toward mastery of attitudes, techniques, and professional practices for successful teaching. A college supervisor and a field-based professional provide supervision. This course addresses specific N.H. state standards for certification in the following content areas: Mathematics grades 5-8 and mathematics grades 7-12 and Professional Education Standards (N.H. Standard Ed 610). 

Prepare prospective teachers for teaching science at the middle/secondary school level. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in the teaching placement. This course also requires placement in an educational setting appropriate for the intended certification area. Students work toward mastery of attitudes, techniques, and professional practices for successful teaching. A college supervisor and a field-based professional provide supervision. This course addresses specific N.H. state standards for certification in the following content areas: Life Sciences, Chemistry, General Science, Earth/Space Science, Physics and Professional Education Standards (N.H. Standard Ed 610).

Focuses on linguistics, the scientific study of language. We will explore the properties of language and the linguistic challenges faced by English language learners. The course will expand on the subfields within linguistics: phonetics and phonology, morphology and syntax, and semantics and pragmatics. Concepts relevant to teaching English will be taught: pronunciation, grammar, and vocabulary. Language variation and written discourse will also be addressed as well as how to apply this knowledge to the English language classroom. Linguistic principles and features of both English and other languages will be examined to promote familiarity with the language experiences of English language learners. A native speaker of a world language will act as a “grammar text” as we decipher an unknown grammar in a field methods format. This course is required for those in the TECP: ESOL certification program.

Designed to assist student educators in constructing a welcome and supported learning environment for their English learners (ELs) regarding reading and literacy across the content areas. Appropriate literacy strategies, theorists, instruction, and assessments will be evaluated, and various aspects of first and second language acquisition will be examined. All aspects of English language development will be considered such as phonemic awareness, vocabulary, fluency, comprehension, and writing. Strategies to facilitate reading comprehension for ELs in K-12 will be addressed. Students will learn to adjust language instruction to meet the language developmental literacy needs of the ELs from various socio-cultural, educational, and linguistic backgrounds. Ten observation hours required.

presents theories, tools, techniques, and materials in the development of curricula which address the language and content needs of English language learners. The methodology for teaching such learners will be covered as well as how to plan and implement an adapted or differentiated curriculum to meet student needs. Strategies that promote student success such as scaffolding and that create an effective learning environment for both the language and content classroom will be examined. Students will become familiar with SIOP: Sheltered Instruction Observation Protocol. Additionally, students will work with authentic formal and informal pre- and post-instructional assessments and will explore methods by which language proficiency, acculturation, and content may be measured. Students will create, judge, and adapt their own assessment tools as questions regarding standardized assessments will be raised. Appropriate testing accommodations for English language learners will also be considered.

The role the NH Department of Education plays in ensuring that schools maintain legal compliance and equitable, accessible education for English language learners will be discussed as well as the rights and responsibilities of NH’s ESOL programs under Title III funding. The state’s K–12 EL approved placement and proficiency monitoring assessments, such as the Screener, MODEL and ACCESS for ELLs, will be outlined. The State’s adoption of the WIDA English Language Proficiency Standards and how to adapt curriculum will be explored.

Required for those in the TECP: ESOL certification program. Others must have permission from the Director of TECP. Requires 10 hours of field work may include time spent interviewing ELL professionals in the field.

Designed for those candidates who have not held a previous teaching license. Students document their work in the school, including planning, teaching, and consultation and aiding with transition issues. This is a semester-long, field-based course designed to integrate and apply previous course work in ESOL certification. Students assume the full range of teaching responsibilities while supervised in the field. Seminars meet weekly throughout the semester. Students document their student teaching or practicum hours. This course also focuses on communicative interactions between and within different culture groups. We will explore issues related both to effective cross-cultural communication and to miscommunication. An examination of how one's own cultural values and norms affect and guide intercultural interactions will guide class discussions and projects. Concepts such as power distance, hierarchy, uncertainty avoidance, non-verbal communication, and other intercultural communicative features will be explored, and ethnocentrism, stereotyping, and other value-based judgments will be addressed. (Prerequisites: acceptance in the ESOL Conversion Program, completion of the previous ESOL coursework and department head approval. Candidates enrolling in TECP 91
hold a teaching certification.)