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This is a semester-long, field-based course designed for those who already hold a teaching license and are adding an endorsement, to integrate and apply previous course work in ESOL certification. Students document their work in the school, including planning, teaching, and consultation and aiding with transition issues. 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.)

Offered to continue to assist TECP candidates with their professional portfolio development. The portfolio is a program requirement for certification. In this course candidates will continue to add coursework and practicum (or student-teaching) evidence and reflections to the portfolio. Candidates will prepare their portfolio for review before application for certification. All coursework and practicum and student teaching work is aligned to N.H. state standards and TECP goals. Offered every semester.

Prepares prospective teachers for teaching science at the middle/secondary school level. Students take this course as a part of a two-semester sequence. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation. 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 science at the middle/secondary school level. This is the second part of the clinical practice/internship experience for science certification. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in the internship II 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 mathematics at the middle/secondary school level. Candidates take this course as a part of a two-semester sequence. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation. 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: Mathematics 5-8 and Mathematics 7-12 and the Professional Education Standards (N.H. Standard Ed 610). 

This is the second part of the clinical practice/internship experience for science certification. Candidates take this course as a part of a two-semester sequence after successful completion of Internship I. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in the internship II 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: Mathematics 5-8 and Mathematics 7-12 and the Professional Education Standards (N.H. Standard Ed 610). 

The first part in a two-part methods course sequence that prepares prospective teachers for special education teaching at K-12 school level. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in the internship placement. Seminars meet weekly throughout the semester. 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. Candidates 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. This course addresses specific N.H. state standards for certification in the area of general special education.

The second part in a two-part methods course sequence that prepares prospective teachers for special education teaching at K-12 school level. Developmentally appropriate content, strategies, and methods of instruction will be discussed with emphasis on the implementation in the internship placement. Seminars meet weekly throughout the semester. This course 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. Candidates 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. This course addresses specific N.H. state standards for certification in the area of general special education.

Students in this course will gain the basic skills and insights necessary to create drawings that are both accurate and expressive. Explorations of line, value, and form will engage the eye and the hand as well as the heart. Students will gain confidence in their own vision and their ability to draw what they see.

Introduces the languages, concepts, and practices of art through visual and art historical perspectives. Students will be engaged in discussion about the elements of art, such as content, composition, style, method, and materials. Students will also be introduced to all of the visual art practices, including drawing and painting, sculpture, printmaking, photography, conceptual and installation art, video art, earthworks, and performance art, as well as craft and graphic design.