Teaching (TCH)

TCH 100A  Orientation  (1 credits)  
TCH 100B  Orientation  (1 credits)  
TCH 111  Professional Teaching Seminar I  (1 credits)  

This first seminar in the School of Education Professional Seminar series features topics related to the standards and assessments significant to teaching and becoming a teacher. You will be introduced to New York State expectations regarding learning standards and the assessment process for both the students you are preparing to teach and also for yourself as a prospective teacher and potential School of Education candidate. You will be introduced to a variety of technology tools and to the responsibilities and skills involved in being a successful pre-teaching student at Pace. Successful completion of this seminar is required of all students seeking formal admission to the School of Education.

Course Rotation: TBA.
TCH 111A  Professional Seminar I: Standards in Assessment  (1 credits)  

This first seminar in the School of Education Professional Seminar series features topics related to the standards and assessments significant to teaching and becoming a teacher. You will be introduced to New York State expectations regarding learning standards and the assessment process for both the students you are preparing to teach and also for yourself as a prospective teacher and potential School of Education candidate. You will be introduced to a variety of technology tools and to the responsibilities and skills involved in being a successful pre-teaching student at Pace. Successful completion of this seminar is required of all seeking formal admission to the School of Education.

TCH 201  Education I: Understanding Schools  (3 credits)  

This course examines schools in a diverse and changing society. By examining the history, philosophy, legal and social responsibilities associated with schooling, you are introduced to the interactions among society, families, schools, curriculum, teachers, students, and cultures. Through guided field experiences, you will observe and reflect on different aspects of schooling with particular focus placed on the role language serves across all interactive domains of society and the role of the teacher as agent of change and empowerment. During this course, you will be challenged to examine the classroom as a diverse community where all participants can learn in a safe and appropriate environment. Professional seminars and field experiences accompany this course. This course is designed to be taken in the fall of the sophomore year. Successful completion of this course (with a grade of B or better) is required of all students seeking formal admission to the School of Education. Course Fee: Materials will be provided

Course Rotation: Fall and Spring
TCH 201N  Education I: Understanding Schools - Learning Community  (4 credits)  

These two courses provide students with the opportunity to research and write about historical and contemporary issues in education. ENG 201N offers a variety of writing assignments coordinated with students' field experiences and readings in TCH 201N. TCH 201N requires students to complete several writing assignments that match and are enhanced by their efforts in ENG 201N.

TCH 201R  Education I: Understanding Schools - Learning Community  (4 credits)  
TCH 202  Education Two  (4 credits)  
TCH 203  Understanding Development: Childhood and Adolescence in Context  (3 credits)  

This course provides an overview of major theories, current research, and controversial issues in child and adolescent development. Various developmental domains are examined in the contexts of culture, media, community, family, and school. The course examines developmental variations and individual differences to consider the impact of difference and diversity on learning and life. The course also explores how to apply developmental theories and research to respond to the needs of children and youth across developmental, cultural, and linguistic domains in a variety of formal and informal learning environments.

Course Rotation: NYC, PLV; Fall, Spring
TCH 204  Child Development in the Context of Families  (3 credits)  

This course focuses on the theories, research, and related current developmental processes, prenatal to 6 grade with specific attention to the role of family and early interactions. This course will examine child development and the Influence of multiple factors, including biology, family, community, language, culture, and specific developmental disabilities or delays, through a contextual, transactional framework. Various developmental processes, including social interactions, meaning making, self-regulation, moral, and self-concept development, will be examined, recognizing the integration of developmental domains. This course explores the centrality of the family, the comrnonalities and diversity in family systems and parenting processes and how these factors influence family-professional partnership development and support provision. This course relies on observation and interpretation of theoretical and empirical knowledge to understand and apply developmental concepts to better understand and work with children and families in home, classroom, and community settings.

Course Rotation: NYC and PLV: Fall and Spring
TCH 211A  Child Abuse and Violence Prevention  (0 credits)  

Sessions in this second seminar of the professional series feature specific responsibilities of teachers and schools regarding student learning and safety. Specifically included are means for identifying and reporting suspected child abuse and maltreatment, means for instructing students for the purpose of preventing child abduction; preventing alcohol, tobacco, and other drug abuse; providing safety education; instruction in fire and arson prevention; and training in school violence prevention and intervention. Successful completion of this seminar is required of all students seeking teacher certification through a Pace University program

Course Rotation: Fall, Spring and Summer
TCH 211B  Professional Seminar III  (1 credits)  

The initial focus of this third seminar in the Professional Seminar series is preparation for formal entry into the School of Education. Seminar sessions contain specific information related to the application process and criteria and structured activities linked to meeting the standards for entry, including successful completion of required assessments. Other sessions of the seminar will provide more in-depth work with the NY state K-12 Learning Standards, specifically the standards for Health, Physical Education, and Home Economics, the Arts, and Career Development and Occupational Studies. Successful completion of this seminar is required of all students seeking teacher certification through a Pace University undergraduate or Combined Degree program.

Course Rotation: TBA.
TCH 211D  DASA- Harassment, Bullying, Cyberbullying and Discrimination in Schools, Prevention & Intervention  (0 credits)  
Course Rotation: Fall, Spring and Summer
TCH 212  Understanding the Potential of the Humanities & Creative Arts in Children's Education & Development  (3 credits)  

This course examines the humanities and creative arts and why they are essential for children's development and education. The goals of this course are (1) to help students develop an informed understanding of the roles of humanistic, literary and artistic creativity in human experience; (2) to examine how study of the humanities and creative arts improves children's understanding and thinking about themselves, others and the world, and (3) to provide a global perspective on the ways in which the humanities and creative arts represents the human experience. A unique aspect of the course is the use of the urban environment of New York City and its surrounding areas, particularly its museums, archives, historical sites, theaters and neighborhoods, as resources for learning about the humanities and creative arts.

Course Rotation: Spring
TCH 215  Understanding Teaching & Learning: General Curriculum Models & Methods for all Learners  (3 credits)  

In this course, students in the adolescent education program learn about curriculum requirements of the New York State Learning Standards and how to use assessment practices as a means to facilitate instructional decision making. This intensive field-and technology-based course gives attention to student specific content area responsibility (e.g. biology, chemistry, physics, earth science, mathematics, languages other than English, English, and social studies) and ways to use technology in both assessment and curriculum design. This course is required of all students seeking an Adolescent Education Certificate through a Pace University teacher preparation program. This course is designed to be taken in the spring of the sophomore year. If you do not take TCH 215 in the spring of your sophomore year, you should not take TCH 348 instead of TCH 215.

Course Rotation: TBA.
TCH 222  Hollywood's Representation of Schooling:A Critical Analysis of Film's Portrayal of Teachers,Students  (3 credits)  

Movies entertain, inform, and shape viewers' thoughts about everyday phenomena. In this course, students will analyze how movies represent teachers, students, and classroom life. The goals of the course are to (1) acquire strategies of critical literacy and critical media literacy that can be applied to movies; (2) discover how artistic skills and strategies for composing movies position viewers' understanding of teaching and classroom life; (3) acquire an understanding of how movies' portrayal of schools has evolved over time to represent stereotyped ways of thinking about education, teachers, and students. The course examines historical and contemporary movies, including fiction and non-fiction, short and full-length features. This course is designed as an AOK 4 and Writing Enhanced course (WEC).

TCH 296Z  Ecuador with a Cause: Service Learning and Cultural Program  (3 credits)  

This course integrates civic engagement and service with cultural immersion and study abroad. The course is designed for students wishing to provide service to others and acquire global experiences that will enrich their personal, academic, and professional lives. The course consists of two components: The first component of the course is tutoring elementary children in a rural Ecuadorian school; the tutoring will occur throughout the subject areas and during school hours. The second component is learning about the social and cultural heritage of Ecuador; Pace students will study the historical and contemporary forces influencing Ecuador through selected readings, visits to selected sites (cities, villages, and natural), and participate in campus-based and on­ site seminars.

Course Rotation: Spring.
TCH 301  Education II: Understanding Learning and Teaching  (3 credits)  

By examining learning contexts and classroom practice, students will examine what it means to learn and what is means to teach. Students will examine various models of teaching and learning and the theoretical constructs that underlie them. They will focus on developing classroom communities by exploring issues of organization and management and the construct of motivation. Students will relate current developmental and learning theory to the process of selecting, designing, and differentiating curriculum, instruction, assessment, technology and classroom environment in order to create a classroom community that affirms diversity, respects cultural and linguistic differences while promoting personal and group growth and development. Professional seminars and fieldwork one day per week, either Tuesday or Thursday accompany this course. This course is designed to be taken in the fall of the junior year following admission to the School of Education.

Course Rotation: TBA.
Prerequisites: Admission into the School of Education.
TCH 301D  CPD Experience  (0 credits)  
TCH 302  Introduction to Special Education  (4 credits)  

This course provides childhood pre-service teachers with knowledge and practice in special education so that they will be able to support and instruct students with disabilities in their general education classrooms. The course will explore the historical and philosophical foundations of special education, characteristics of students with disabilities, and the impact of special education law and research on referral, classification, placement, and instruction. Through research, simulation, and fieldwork students will learn to access disability-related information, develop an understanding of the Individualized Education Plan (IEP), and be able to plan instruction in accordance with a student's individualized needs and strengths. This survey course is designed to be taken in the fall of the junior year following admission to the School of Education and requires one full day per week of field-based work in a school setting.

TCH 303  Education Three  (4 credits)  
TCH 304  Interdisciplinary Methods I - A Quantitative Focus  (4 credits)  
TCH 305  Literacy and Assessments I  (4 credits)  
TCH 306  Creating Developmentally Appropriate Learning Experiences & Learning Environments in Early Childhood  (3 credits)  

This course focuses on curriculum design to promote learning and development /or all children, birth through grade 2, in classroom, home, and community settings with special attention to the social and physical learning environment. The foundations of curriculum development, most particularly using play and everyday routine activities as the context for learning, applying various adult facilitation strategies, observing and recording children's behavior for planning end evaluating effectiveness will be explored. Various curricular approaches and methods and developmentally appropriate practices and recommended practices will be emphasized. Practices addressed in this course Include drawing on each child's individual strengths as well as home culture and language; meeting the unique needs of each child; creating a positive physical and social learning environment through attention to space, materials, schedules, and interactions. This course Will investigate both social aspects of responsive environments - approaches to responsive caregiving, caring communities, and fostering positive peer relationships - and physical characteristics, such as scheduling, room arrangement, materials, and physical adaptations. Opportunities to explore responsive approaches such as relationship-based programming, modeling and encouraging classroom communities, strategies to promote social-emotional competence, will be integrated into the course through observations and hands on experiences. Department Approval Required

Course Rotation: NYC, PLV;Spring, Fall
TCH 307  Early Childhood Arts, Humanities, Music, & Play: Processes and Practices  (3 credits)  

This course focuses on the development of creative expression, understanding of self within the context of community, and understanding the specific communities of classroom, family, neighborhood, and the outside world for all the children, who are culturally, linguistically, and ability diverse, from birth through grade 2. Approaches to supporting children as they engage in multiple forms of creative arts, the different types of play, and discovery of citizenship will be explored. Skills in understanding the essential concepts, inquiry tools, and structures, and knowledge of resources for developing meaningful and challenging curriculum for all young children, will be developed. This course provides an introduction to New York State standards and immersion in NAEYC developmentally appropriate practices in arts, humanities, and social studies. Specific, evidence based methods, embedded within classroom, home, and community activities and across curricular areas, will be analyzed so the emerging professionals, and the families they support, can assess and promote arts, humanities, music, and play-based learning. Department Approval Required

Course Rotation: NYC and PLV: Fall and Spring
TCH 308  Health, Wellness, and Movement in Elementary Education  (1-2 credits)  

This course provides preservice elementary teachers with basic knowledge, skills, and dispositions to introduce principles and methods of health, wellness, and movement to be integrated into curricular activities throughout the core elementary school curriculum. The course also develops candidates’ understanding of principles and methods involved in teaching developmentally appropriate health and physical education for elementary school students. The course is set in the context of persistent health concerns, their connection to elementary student learning with the goal of promoting a value for life-long healthy living.

Course Rotation: NYC and PLV: Summer and Spring
TCH 309  Understanding Assessment and Evaluation  (3 credits)  

In this course, candidates will develop understanding of current trends and practices in general assessment of student learning and teacher quality in the context of national, state, and local policies. This course Introduces candidates to multiple types of assessments and their uses in monitoring student growth and achievement. Building on their developing understanding of measurement theory and its relationship to the assessment of students with diverse backgrounds, languages, and abilities, candidates will be able to evaluate formative, summative, and normative measures. They will also be able to interpret data from the assessments and share this information with parents and students.

Course Rotation: TBA
TCH 310  Emergent and Early Literacy  (3 credits)  

In this course, students will learn the cognitive and linguistic processes of reading and writing at the emergent and early literacy levels. By using instructional texts and children's literature, you will learn methods of curriculum-based and skill-based assessment of emergent and early literacy development in native English learners and English language learners. You will learn research-based teaching and assessment methods as well as technology applications for classroom and differentiated instruction particularly appropriate for children in grades 1-3. Differentiated instructional assessment and planning is demonstrated along with the uses of technology as a means of accommodating individual needs. Planning for classroom management on a group and individual basis will also be discussed. This course is designed to be taken in the spring of the junior year and requires one full day per week of field-based work. This course is required of all Childhood Education majors.

Course Rotation: TBA.
TCH 310D  CPD Field Experience - Childhood  (0 credits)  

This course is used to monitor and evaluate candidates.

TCH 311A  Professional Seminar IV  (0 credits)  
TCH 311B  Professional Seminar V  (0 credits)  
TCH 312  Fieldwork I in Early Childhood Settings  (1 credits)  

This fieldwork provides teaching candidates with the opportunity to observe and practice developmentally appropriate early childhood practices appropriate for students with diverse needs and levels of literacy and English language acquisition alongside their coursework in curriculum, and assessment methods. Observations and initial practice, occurring one day per week, will be guided by an early childhood educator and a university-based clinical supervisor who connect the fieldwork experience to theories, research, and methods in concurrent coursework.

Course Rotation: NYC, PLV; Spring, Fall
TCH 313  Fieldwork II in Early Childhood Settings  (1 credits)  

This fieldwork provides teaching candidates with the opportunity for guided practice in developmentally appropriate early childhood practices appropriate for students with diverse needs and levels of literacy and English language acquisition alongside their coursework that focuses on the diverse needs of individual learners for a third semester. Observations and practice, occurring twice per week, will be guided by a school-based mentor and a university-based clinical supervisor who connect the fieldwork experience to theories, research , and methods in concurrent coursework.

Course Rotation: NYC, PLV; Spring, Fall
TCH 314  Fieldwork I: Field Experiences in Childhood Settings  (1 credits)  

This fieldwork provides teaching candidates with the opportunity to observe and practice childhood teaching skills appropriate for students with diverse needs and levels of literacy and English language acquisition alongside their coursework in curriculum, instruction, and assessment methods. Observations and initial practice, occurring one day per week, will be guided by a school-based mentor and a university-based clinical supervisor who facilitates the connection of the fieldwork experience to theories, research, and methods in concurrent coursework.

Course Rotation: NYC, PLV; Fall
Prerequisites: Must be co-registered for appropriate TCH coursework during fall semester of junior year
TCH 315  Fieldwork II: Field Experiences in Childhood Settings  (1 credits)  

This fieldwork provides teaching candidates with the opportunity to observe and practice childhood teaching skills appropriate for students with diverse needs and levels of literacy and English language acquisition alongside their coursework in curriculum, instruction, and assessment methods for a second semester. Observations and initial practice, occurring one day per week, will be guided by a school-based mentor and a university-based clinical supervisor who facilitates the connection of the fieldwork experience to theories, research, and methods in concurrent coursework.

Course Rotation: NYC & PLV: Spring
TCH 316  Fieldwork I: Field Experiences in Adolescent Settings  (1 credits)  

This fieldwork provides teaching candidates with the opportunity to observe and practice secondary teaching skills appropriate for students with diverse needs and levels of literacy and English language acquisition alongside their coursework in curriculum, instruction, and assessment methods. Observations and initial practice, occurring one day per week, will be guided by a school-based mentor and a university-based clinical supervisor who connect the fieldwork experience to theories, research, and methods in concurrent coursework.

Course Rotation: NYC, PLV; Fall
Prerequisites: Must be co-registered for appropriate TCH coursework during fall semester of junior year
TCH 317  Fieldwork II: Field Experiences in Adolescent Settings  (1 credits)  

This fieldwork provides teaching candidates with the opportunity to observe and practice secondary teaching skills appropriate for students with diverse needs and levels of literacy and English language acquisition alongside their coursework in curriculum, instruction, and assessment methods for a second semester. Observations and Initial practice, occurring one day per week, will be guided by a school-based mentor and a university-based clinical supervisor who connect the fieldwork experience to theories, research, and methods in concurrent coursework.

Course Rotation: NYC, PLV; Spring
Prerequisites: Must be co-registered for appropriate TCH coursework during fall semester of junior year
TCH 323  Methods and Models of Teaching Adolescents  (4 credits)  

This course will provide secondary pre-service teachers with the knowledge of and practice in secondary teaching skills appropriate for students with diverse needs and levels of literacy and English language acquisition. Topics included are: classroom community building, classroom management, instructional planning, assessment, evaluation, grading and strategies for enhancing discussion, cooperative learning, using technology and interdisciplinary teaching. Field experience/ Apprenticeship required. This course is required of all students seeking an Adolescent or Middle Childhood teaching certificate through a Pace program.

Course Rotation: TBA.
Prerequisites: Admission into the School of Education.
TCH 323D  CPD Field Experience: Adolescent  (0 credits)  

This course will provide secondary pre-service teachers with the knowledge of and practice in secondary teaching skills appropriate for students with diverse needs and levels of literacy and English language acquisition. Topics included are: classroom community building, classroom management, instructional planning, assessment, evaluation, grading and strategies for enhancing discussion, cooperative learning, using technology and interdisciplinary teaching. Field experience/ Apprenticeship required. This course is required of all students seeking an Adolescent or Middle Childhood teaching certificate through a Pace program.

Course Rotation: TBA.
Prerequisites: Admission into the School of Education.
TCH 350  Mathematic Methods: An Integrated Approach  (4 credits)  

This course emphasizes approaches to teaching and assessing integrated mathematics and technology curricula that meet New York State learning standards. You will investigate how children construct meaning and learn mathematics, and what composes the mathematics curriculum. They will focus on ways to develop children's abilities and skills in numeration, calculation, mathematical reasoning, geometry, rational numbers, problem-solving, and communicating mathematically in real life situations. This course will include methods of enrichment and remediation. This course is designed to be taken in the spring of the junior year and requires one full day per week of field-based work. This course is required of all Childhood Education majors.

Course Rotation: TBA.
TCH 351  Foundations of Bilingual Education  (3 credits)  

This course provides the current research and theories forming the foundation of bilingual education. The course examines the philosophical, sociological and historical perspectives on bilingual education. The course introduces nationwide bilingual education and English as a second language program models and cultivates multicultural perspectives in bilingual education. Field experience/Apprenticeship required. This course is required all students seeking a Bilingual Education Extension to a teaching certificate through a Pace program.

Course Rotation: TBA.
TCH 395  Independent Study in Teaching  (9 credits)  

With the approval of the appropriate faculty member, the department chairperson, and the academic dean, students may select a topic for guided research that is not included in the regular course offerings. The student meets regularly with the faculty member to review progress. A research project or paper must also be submitted.

TCH 396A  Understanding Development: Child and Adolescent Development in Context  (3 credits)  

This course provides an overview of major theories, current research, and controversial issues in child and adolescent development. Various developmental domains are examined in the contexts of culture, media, community, family, and school. The course examines developmental variations and individual differences to consider the impact of difference and diversity on learning and life. The course also explores how to apply developmental theories and research to the needs of children and youth across developmental, cultural, and linguistics domains in a variety of formal and informal leaning environments.

Course Rotation: Fall; PLV
TCH 406  Interdisciplinary Methods: A Qualitative Focus  (4 credits)  
TCH 407  Literacy and Assessment II  (4 credits)  
TCH 410  Literacy II: Teaching Fluent Readers  (4 credits)  

In this course, students will focus on helping children become fluent readers of narrative and expository text. Students will build on their conceptual understandings of the reading process, as they learn methods and assessments used in literacy instruction in grades 4 through 6, according to the New York State Learning Standards. The course will include differentiating instructional strategies, methods and technology applications to meet the wide range of literacy, language, and cognitive abilities of children in grades 4-6. Two full days of fieldwork required, Tuesday and Thursday. This course is required of all Childhood Education majors.

Course Rotation: TBA
TCH 410D  CPD Experience  (0 credits)  
TCH 411A  Professional Seminar VI  (0 credits)  
TCH 411B  Professional Seminar VII  (0 credits)  
TCH 412  Literacy Instruction in the Secondary School  (3 credits)  

This course examines theory, research and methods of practice for integrating literacy instruction in all content areas at the secondary level. Emphasis is on developing, speaking, reading and writing skills of students with varying abilities as needed for content learning. Additionally, technology is explored as a tool for enhancing literacy at the secondary level. This course is required of all students seeking an Adolescent or Middle Childhood teaching certificate.

Course Rotation: TBA.
TCH 412D  CPD Field Experience - Adolescent  (0 credits)  

This course is used to monitor and evaluate candidates.

TCH 413  Fieldwork III in Early Childhood Settings  (1 credits)  

This fieldwork provides teaching candidates with the opportunity for guided practice in developmentally appropriate early childhood practices appropriate for students with diverse needs and levels of literacy and English language acquisition alongside their coursework that focuses on the diverse needs of individual learners for a third semester. Observations and practice, occurring twice per week, will be guided by a school-based mentor and a university-based clinical supervisor who connect the fieldwork experience to theories, research, and methods in concurrent coursework.

Course Rotation: NYC, PLV;Spring, Fall
TCH 414  Student Teaching Seminar in Early Childhood Settings  (1-2 credits)  

This course empowers students teaching candidates to apply principles, research, and theories of education in order to enable early childhood student learning during full-time student teaching, Supported through Inquiry and reflection, student teachers will fulfill capstone experiences required for certification. The course will emphasize the planning, instruction, and assessment cycle where Inquiry is essential for fostering effective teaching and learning experiences. In an effort to focus candidates on their future lives as professional teachers, the course also emphasizes professional growth and \he use of networks for support over the career span

Course Rotation: NYC and PLV: Fall and Spring
TCH 415  Student Teaching in Early Childhood Settings  (3.5-7 credits)  

This course allows early childhood candidates to meet student teaching requirements for early childhood certification. Candidates develop and demonstrates skills in planning, Instructing, and assessing early childhood students to meet the needs of all learners while under the guidance of early childhood mentors and university-based clinical supervisors. This course will provide candidates with the opportunity to demonstrate evidence of competency for teaching practice in early childhood classrooms as required by New York State. Pre-Requisites: Department Approval Required

Course Rotation: NYC and PLV: Fall and Spring
TCH 416  Fildwork III: Field Experiences in Childhood Settings  (1 credits)  

This fieldwork provides teaching candidates with the opportunity for guided practice in childhood teaching skllls appropriate for students with diverse needs and levels of literacy and English language acquisition alongside their coursework that focuses on the diverse needs of individual learners for a third semester. Observations and practica, occurring twice per week, will be guided by a school-based mentor and a university-based clinical supervisor who facilitate the connection of the fieldwork experience to theories, research, and methods in concurrent coursework .

Course Rotation: NYC, PLV; Fall
Prerequisites: Must be co-registered for appropriate TCH coursework during fall semester of senior year.
TCH 418  Fieldwork III: Field Experiences in Adolecent Settings  (1 credits)  

This fieldwork provides teaching candidates with the opportunity for guided practice in secondary teaching skills appropriate for students with diverse needs and levels of literacy and English language acquisition alongside their coursework that focuses on the diverse needs of individual learners for a third semester. Observations and practice, occurring twice per week, will be guided by a school-based mentor and a university-based clinical supervisor who connect the fieldwork experience to theories, research, and methods in concurrent coursework.

Course Rotation: NYC, PLV; Fall
Prerequisites: Must be co-registered for appropriate TCH coursework during fall semester of senior year.
TCH 419  Student Teaching Seminar in Adolescent Settings  (2 credits)  

This course empowers students teaching candidates to apply principles, research, and theories of education In order to enable grade 7-12 student learning during full-time student teaching. Supported through inquiry and reflection, student teachers will fulfill capstone experiences required for certification. The course will emphasize the planning, instruction, and assessment cycle where inquiry is essential for fostering effective teaching and teaming experiences. In an effort to focus candidates on their future lives as professional teachers, the course also emphasizes professional growth and the use of networks for support over the career span.

Course Rotation: NYC, PLV; Fall, Spring
TCH 420  Science Methods: An Integrated Approach  (3 credits)  

This course introduces students to the theories and methods of learning, teaching and assessing science and technology in the elementary school. The course is both practical and theoretical in nature and is based on the premise that all teaching methods and practices must be grounded in theory. The course investigates methods and approaches to developing an integrated science curriculum that is based on how investigative science can be used to answer questions and solve problems. Two full days of fieldwork required, Tuesday and Thursday. This course is required of all Childhood Education majors. Course Fee: Materials Provided

Course Rotation: Fall and Spring
Prerequisites: Senior standing and admission into the School of Education.
TCH 421  Observing, Recording, & Assessing Development & Learning in Young Children  (3 credits)  

This course focuses on the role of assessment as an ongoing, collaborative process of gathering and Interpreting objective information about young children's (birth to 8 years) behaviors and the social and physical environment to make decisions regarding appropriate services and supports, An emphasis will be placed on developmentally appropriate assessment practices - Including partnering with families - applying Interdisciplinary and transdisciplinary teaming approaches throughout the assessment process, Identifying appropriate assessment methods and tools for the decisions being made, and linking assessment to programming, A variety of formal and authentic assessment methods and tools will be explored and critiqued to determine their strengths and limitations in making decisions for children who are culturally, linguistically, and ability diverse. Assessment terminology and legal and ethical principles of assessment will be explored.

Course Rotation: NYC, PLV; Spring, Fall
TCH 426  Teaching English to Adolescents  (4 credits)  

This course provides the beginning teacher with content specific strategies to enhance the learning of students with diverse needs. This course will focus on the most effective pedagogy for teaching English as well as differentiated instruction and interdisciplinary approaches. This course is designed to be taken in the spring of the junior year and requires one full day per week of field-based work. This course is required of all students seeking an Adolescent or Middle Childhood certificate to teach English through a Pace program.

Course Rotation: TBA.
TCH 427  Adolescent to Teaching World Languages to Adolescent  (4 credits)  

This course provides the beginning teacher with content specific strategies to enhance the learning of students with diverse needs. This course will focus on the most effective pedagogy for teaching languages other than English as well as ways to differentiate instruction and use an interdisciplinary approach in teaching. Field experiences, distance learning experiences, group web-based instruction as well as classroom discussion is required.

Course Rotation: TBA.
TCH 428  Teaching Mathematics to Adolescents  (4 credits)  

This course provides the beginning mathematics teacher with content specific strategies to enhance learning for students with diverse needs. This course will focus on the most effective pedagogy for teaching mathematics as well as ways to differentiate instruction and use interdisciplinary approaches. Field experiences, distance learning experiences, group web-based instruction, as well as classroom discussion are required. This course is required of all students seeking an Adolescent or Middle Childhood certificate to teach mathematics through a Pace program.

Course Rotation: TBA.
TCH 429  Teaching Science to Adolescents  (4 credits)  

This course provides the beginning science teacher with content specific strategies to enhance the learning of students with diverse needs. This course will focus on the most effective pedagogy for teaching science as well as ways to differentiate instruction and use interdisciplinary approaches in the classroom. Field experiences, distance learning experiences, internet searches, group web-based instruction as well as classroom discussion are required. This course is required of all students seeking an Adolescent or Middle Childhood certificate to teach science through a Pace program.

Course Rotation: TBA.
TCH 430  Teaching Social Studies to Adolescents  (4 credits)  

This course provides the beginning social studies teacher with content specific strategies to enhance the learning of students with diverse needs. This course will focus on the most effective pedagogy for teaching social studies as well as ways to differentiate instruction and use interdisciplinary approaches in the classroom. Field experiences, distance learning, internet research, group web-based instruction as well as classroom discussion is required. This course is required of all students seeking an Adolescent or Middle Childhood certificate to teach Social Studies through a Pace program.

Course Rotation: TBA.
TCH 431  Teaching the Adolescent Writer  (4 credits)  
TCH 440  Social Science Methods: An Integrated Approach  (4 credits)  

In this course, students will develop approaches to teaching integrated social studies curricula that meet New York State learning standards. Students will examine the social science disciplines and the importance of history in the curriculum for elementary students' understanding of democracy and citizenship. The use of technology learning and research in the social sciences is explored as well as methods of assessing knowledge in the social sciences. Two full days of fieldwork require, Tuesday and Thursday. This course is required of all Childhood Education majors. Course Fee: Materials Provided

Course Rotation: Fall and Spring
TCH 440D  CPD Field Experience: Childhood  (0 credits)  

This course is used to monitor and evaluate candidates in the field.

Course Rotation: Fall
TCH 452  Language Acquisition and English Learning  (3 credits)  

This course examines language acquisition from a developmental perspective and provides you with a knowledge base from which to better understand the problems encountered by adolescents whose primary language was other than English. You are challenged to look at the language demands of the content area you will be teaching and strategies for assisting students to break down the barriers created by being English language learners in an environment that assumes English proficiency. This course is required of most students seeking an Adolescent of Middle Childhood certificate through a Pace Program. Two full days of fieldwork required, Tuesday and Thursday.

Course Rotation: TBA.
TCH 452D  CPD Experience  (0 credits)  
TCH 453  Methods and Materials of Teaching in Pre K-6 in the Bi-Lingual Classroom  (3 credits)  

This course focuses on helping you construct meaning in classroom literacy activities in a bilingual context. The course examines language teaching methods and models, and effective integrative instructional practices in the teaching of reading and language arts to the bilingual child. Field experience/apprenticeship in bilingual classroom is required. This course is required of all students seeking a Bilingual Education Extension to a Childhood teaching certificate through a Pace program.

Course Rotation: TBA.
TCH 454  Methods of Teaching Bilingual Students Grades 7-12  (3 credits)  

This course explores methods of assessment, instructional design and classroom management appropriate for content specific classrooms (e.g., science, mathematics, social studies) in which bilingual students are participants. Field experience is required. This course is required for all students seeing a Bilingual Education Extension to an Adolescent teaching certificate through a Pace program.

Course Rotation: TBA.
TCH 455  Middle Childhood / Early Adolescence: Community, Culture, Identity  (3 credits)  

This community-centered, site based, interdisciplinary (sociology, psychology, philosophy) course explores the lives of middle childhood/early adolescents through the lenses of youth culture, popular culture, community, interpersonal relationships, and psycho-social-cultural theory. This course is integrated through field-based experiences/apprenticeships in such settings as community service agencies, popular culture sites, juvenile detention centers, and adverse range of middle schools. This course is required for individuals seeking a Middle Childhood Generalist or Middle Childhood Specialist Certificate through a Pace University program.

Course Rotation: TBA.
TCH 456  Differentiating Curriculum and Instruction in Middle Childhood Education  (3 credits)  

This course builds on the theme established in TCH 455 and introduces you to the relationship between the unique culture of middle childhood/early adolescence and best practice in teaching. Attention is given to the learning experience of middle childhood as well as the effect of variant levels of literacy and childhood as well as the effect of variant levels of literacy and English language skills on content-area instruction. Technology to enhance middle childhood learning is explored. The field based experience/apprenticeship for this course will focus on curriculum selection and academic instruction. This course is required for individuals seeking a Middle Childhood Generalist or Middle Childhood Specialist Certificate through a Pace University program.

Course Rotation: TBA.
TCH 475  Special Education in Secondary Settings  (3 credits)  

This course will provide an overview of the laws, available services, and research based practices for successfully serving adolescents (grades 7-12) with a range of special needs. The course will emphasize teaching adolescents in inclusive settings. Field-based observations of middle and high school students in various settings will be required.

Course Rotation: NYC: Fall, Spring; PLV: Fall, Spring.
TCH 475D  Center for Professional Development Field Experience: Adolescent  (0 credits)  

This course is used to monitor and evaluate candidates in the field.

Course Rotation: PLV; Fall
TCH 490  Language Arts and Children's Literature  (4 credits)  

This course will enable you to construct a New York State standards-based language arts program for the elementary grades using quality children's literature. You will investigate research-based strategies for teaching the language arts, and the approaches used by childhood teachers to select and incorporate children's literature in the curriculum. Differentiating instruction, based on level of literacy and English language acquisition, is covered in this course, as well as ways to use technology to enhance the language arts. This course is required of all Childhood Education majors.

Course Rotation: TBA.
TCH 495  Student Teaching and Seminar in the Adolescent Classroom  (8 credits)  

This is the final apprenticeship semester for those developing their teaching skills for working with adolescents. You will spend one-full day, five days a week in the school setting under the supervision of a school-based teacher and a university instructor. Students who have taken course work for additional certificates will be provided with teaching experiences at the level appropriate to the desired certificate. In this semester, you will develop your teaching skills through working with adolescents at both the grades 7-9 and grades 10-12 levels. During this experience, you will increasingly assume responsibility for the organization, design, and management of the classroom. Successful completion of this apprenticeship is required for completion of a single degree program (B.A.) with a major in Adolescent Education.

Course Rotation: TBA.
Prerequisites: Senior standing and permission of the Department.
TCH 495S  Seminar: Adolescent Student Teaching  (0 credits)  
Prerequisites: Senior standing and permission of the Department.
TCH 497  Student Teaching Seminar in Speech and Language Disabilities  (6 credits)  
Prerequisites: Senior standing and permission of Department.
TCH 498  Supervised Student Teaching and Seminar  (8 credits)  

In this final semester, you will develop your teaching skills through working with young children as well as those in upper grade levels, and integrate educational theories with teaching practice. During this experience, you will increasingly assume responsibility for the organization of the classroom and the design and management of the curriculum. Days spent teaching in particular grade levels will depend upon your individual program. Successful completion of this apprenticeship is required for completion of a single degree program (B.A.) with a major in Childhood Education.

Course Rotation: TBA.
Prerequisites: Senior standing and permission of the Department.
TCH 498S  Seminar: Student Teaching in Childhood Education  (0 credits)  
Prerequisites: Senior standing and permission of the department.
TCH 499  Seminar on Schooling  (4 credits)  

This seminar accompanies TCH 498 (Final Apprenticeship: Childhood Education) and provides opportunities for the student and the university supervisor to reflect and evaluate all aspects of the teaching apprenticeship experience. Successful completion of this seminar is required for completion of a single degree program (B.A.) with a major in Childhood Education.

Prerequisites: None. Fulfills Honors Seminar