Teacher Education Conversion Program

Introduces the exceptionalities and related topics in the field of special education including definitions, prevalence, assessment, and intervention. It includes discussion of strategies for facilitating students’ independence, learning, social connections, and self-advocacy skills. Curriculum emphasizes the philosophical and practical applications of valuing students’ abilities and diversity and collaborating with educators and families. It will explore curriculum modifications and accommodations, problem-solving strategies, and transition issues. Ten hours of field work are required in this course. A $25 fee will be assessed to all students to cover the cost of clinical practice.

Investigates the philosophical, historical, and social/cultural character of education in the U.S. It is intended to be an examination of how schools function organizationally. Discussions will include the role of education, system philosophy, and trends that have shaped contemporary education; field observations are included. This course is a concentration requirement for both Special Education and Education Associate Degree programs. It is intended to be the first in a series of learning experiences for those interested in careers as teachers. Ten hours of classroom observation required. A $25 fee will be assessed to all students to cover the cost of clinical practice.

Prepares educators for ESOL teaching. This course is the first part of a two-semester sequence. 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 internship hours. This course also focuses on communicative interactions between and within different culture groups. We explore issues related to effective cross-cultural communication and 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 are explored, and ethnocentrism, stereotyping, and other value-based judgments are addressed.

Prepares educators for ESOL teaching. This course is the second part of a two-semester sequence. This is a field-based course that integrates and applies 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 internship hours. This course also focuses on communicative interactions between and within different culture groups. We explore issues related to effective cross-cultural communication and miscommunication. An examination of how one’s own cultural values and norms affect and guide intercultural interactions guides class discussions and projects. Concepts such as power distance, hierarchy, uncertainty avoidance, non-verbal communication, and other intercultural communicative features are explored, and ethnocentrism, stereotyping, and other value-based judgments are addressed.

This course will focus on the knowledge and skills necessary for supporting students with challenging behaviors in various learning environments, using the framework of positive behavioral supports. Students will gain knowledge of the basic assumptions about the context, function, and role of behavior. Students will learn to use a variety of positive behavior intervention techniques to control targeted behavior, support learning, and maintain the attention of students. Ten hours of field observation required. A $25 fee will be assessed to all students to cover the cost of clinical practice.

Predicated on legislative requirements such as the Individuals with Disabilities Education Act, this course considers theories and issues in the context of inclusive instructional settings. Students will develop an understanding of the various legal and ethical requirements as well as effective instructional strategies for curriculum adaptation and delivery within the context of federal and N.H. state special education and education laws and procedures.

Focuses on practical instructional strategies for designing developmentally appropriate and challenging learning experiences based on the unique needs of individual learners. Students use differentiated instruction and universal design for learning as frameworks for designing lessons that meet the needs of diverse learners. Methods for adapting instruction and supporting students through modifications, accommodations, and assistive technology are explored. Students will collect a repertoire of evidence-based strategies for identifying and addressing the reading, writing, math, and study skills of students with disabilities. Through field experience, students have the opportunity to observe in the classroom and gain practical experience planning, delivering, adapting, and reflecting on a series of individualized lessons. Ten hours of field work are required. Ten hours of field observation required. A $25 fee will be assessed to all students to cover the cost of clinical practice.

Presents the theory and strategies for effective integration of technology resources and technology-based methods of instruction and assistive technology designed for students with disabilities. A background of mediated instruction will be provided along with a review of the qualities and benefits of technology options, including assistive technology, available to instructional settings. Opportunities to apply instructional delivery using common forms of media, multimedia, computers, and specialized programs for students with disabilities will be integral to this course, in addition to contemplation of future issues of integration of technology and matters of time and place of the learning experience.

Focuses on designing appropriately challenging learning experiences based on curriculum standards and individual needs. Students will learn strategies for direct and indirect instruction, supporting self-directed and collaborative learning, and promoting critical thinking and problem solving through questioning. Classroom management strategies that promote student engagement and a positive learning climate will be explored. Students will learn how to select, design, conduct, interpret, and use the results of formative and summative assessments. Use of the common core state standards in the planning, instruction, and evaluation process will be examined. 10 hours of classroom observation are required. A $25 fee will be assessed to all students to cover the cost of clinical practice.

Focuses on assessing and addressing student literacy skills. Students will learn about the language development process and demonstrate their ability to use a variety of assessments to identify the language skills and needs of individual learners. Using data driven, collaborative decision making, students will plan appropriate interventions. Research-based methods for teaching phonics, vocabulary, spelling, fluency, reading comprehension, and writing will be explored. Students will learn how to guide readers and writers in developing effective strategies for reading, writing, speaking, and listening. Authentic, evidence-based, differentiated instruction linked to the common core standards will be emphasized.

Focuses on methods for integrating explicit instruction of effective reading comprehension strategies into content area teaching. Before, during, and after reading strategies that will help students to comprehend challenging content area reading material will be introduced and practiced. Mentor texts will be used to demonstrate text structure and make the connection between reading and writing in the content areas. Students will learn strategies for motivating and engaging students with reading, modeling effective reading and writing strategies, guiding comprehension, facilitating metacognitive discussions, and teaching vocabulary and study skills. Methods for assessing and developing skills in reading, writing, listening, and speaking will be explored. Methods for differentiating and accommodating for struggling readers and writers including the use of assistive technology will also be explored.

Offers candidates a professional forum for researching, reviewing, and discussing socio-cultural contexts and topics in language teaching and education. In the course candidates will develop a broad-based understanding of cross-cultural education and discover appropriate practices and techniques for the multi-cultural classroom. The course is a requirement for all education and TECP candidates.

Prepares pre-service and in-service teachers to assess the achievement of students with special needs. It examines various assessment strategies. It includes the examination of the N.H. state curriculum frameworks, N.H. rules for students with disabilities, IDEIA regulations, and informal and formal assessment methods. Students will apply the assessment techniques in a case study format. They will utilize the assessment results to implement successful teaching/learning strategies in education settings for students with disabilities. This course addresses specific N.H. state standards for certification in the area of general special education.

An examination of the collaborative/consultative model in education and the skills necessary for that approach. It focuses on the state curriculum frameworks, the N.H. state rules for students with disabilities, and federal and local guidelines regarding the education of students with special needs. This course includes examination of the concepts and skills necessary for IEP and team development such as, the development of student profiles, goals, objectives, communication and collaboration skills, leadership skills, and knowledge of the theories of change. This course addresses specific N.H. state standards for certification in the area of general special education.

Provides opportunities for the practical application of teaching skills and dispositions. Observation, analysis, and guided interaction of the teaching/learning experience within elementary, middle, and/or secondary or post-secondary educational settings. Students are assigned to observe and perform specific teaching duties within a variety educational settings. Psychological, philosophical, and historic educational theories are analyzed in light of current best practice as they occur in contemporary educational environments. Students are required to complete 60 hours of assigned field work during the semester.

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.)

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.