TCH - Teaching

TCH 111 Professional Teaching Seminar I

Course Description: 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.

1 credits

TCH 111A Professional Seminar I: Standards in Assessment

Course Description: 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.

1 credits

TCH 201 Education I: Understanding Schools

Open to all students interested in exploring a career in teaching.

Course Description: 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 Rotation: TBA.

4 credits

TCH 201M Education I: Understanding Schools - Learning Community

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

4 credits

Corequisites

ENG 201M

TCH 201N Education I: Understanding Schools - Learning Community

Course Description: 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.

4 credits

Corequisites

ENG 201N

TCH 201R Education I: Understanding Schools - Learning Community

4 credits

Corequisites

ENG 201R

TCH 211A Professional Seminar II: Keeping Children Safe

Course Description: 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: TBA.

0 credits

TCH 211B Professional Seminar III

Course Description: 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.

0 - 1 credits

Prerequisites

TCH 211A Minimum Grade of P

TCH 215 Curriculum and Teaching - Secondary Schools

Open to Secondary Education students only.

Course Description: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.

4 credits

Prerequisites

TCH 201 Minimum Grade of B

TCH 301 Education II: Understanding Learning and Teaching

Prerequisite: Admission into the School of Education.

Course Description: 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.

4 credits

Prerequisites

Pre-requisitefor TCH 302 ( Course : EDU 125 . Required Courses: 1. ) or (Course : EDU 215 . Required Courses: 1. ) or (Course : TCH 201 . Required Courses: 1. ) or (Course : TCHM 201 . Required Courses: 1. ) or (Course : TCHN 201 . Required Courses: 1. ) or (Course : TCHO 201 . Required Courses: 1. ) or (Course : TCH 201M to 201R. Required Courses: 1. )

TCH 301D CPD Experience

0 credits

Corequisites

TCH 301

TCH 302 Introduction to Special Education

Course Description: 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.

4 credits

Prerequisites

Pre-requisite for TCH 302 ( Course : EDU 125 . Required Courses: 1. ) or (Course : EDU 215 . Required Courses: 1. ) or (Course : TCH 201 . Required Courses: 1. ) or (Course : TCHM 201 . Required Courses: 1. ) or (Course : TCHN 201 . Required Courses: 1. ) or (Course : TCHO 201 . Required Courses: 1. ) or (Course : TCH 201M to 201R. Required Courses: 1. )

Corequisites

TCH 301

TCH 310 Emergent and Early Literacy

Course Description: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.

4 credits

Prerequisites

TCH 301 Minimum Grade of B

Corequisites

TCH 350

TCH 310D CPD Field Experience - Childhood

Course Description: This course is used to monitor and evaluate candidates.

0 credits

TCH 311A Professional Seminar IV

0 credits

TCH 323 Methods and Models of Teaching Adolescents

Prerequisite: Admission into the School of Education.

Course Description: 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.

4 credits

Prerequisites

Pre-requisite for TCH 323 ( Course : TCH 201 . Required Courses: 1. ) or (Course : TCHM 201 . Required Courses: 1. ) or (Course : TCHN 201 . Required Courses: 1. ) or (Course : TCHO 201 . Required Courses: 1. ) or (Course : TCH 201M to 201R. Required Courses: 1. ) and (Course : TCH 301 . Required Courses: 1. May be taken concurrently.) or (Course : TCHA 301 . Required Courses: 1. May be taken concurrently. ) and (Course : TCH 211A . Required Courses: 1. ) and (Course : TCH 211B . Required Courses: 1. ) and (Course : TCH 215 . Required Courses: 1. )

TCH 350 Mathematic Methods: An Integrated Approach

Course Description: 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.

4 credits

Corequisites

TCH 310

TCH 350D Topic:CPD Field Experience: Childhood

Course Description:This course is used to monitor and evaluate candidates in the field.
Course Rotation:Spring;PLV

0 credits

TCH 351 Foundations of Bilingual Education

Course Description: 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.

3 credits

TCH 395 Independent Study in Teaching

Course Description: 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.

0 - 9 credits

TCH 410 Literacy II: Teaching Fluent Readers

Prerequisite: Senior standing and admission to the School of Education.

Updated Course Description: 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.

4 credits

Prerequisites

Pre-requisite for TCH 440 ( Course : TCH 201 . Required Courses: 1. ) or (Course : TCHM 201 . Required Courses: 1. ) or (Course : TCHN 201 . Required Courses: 1. ) or (Course : TCHO 201 . Required Courses: 1. ) or (Course : TCH 201M to 201R. Required Courses: 1. ) and (Course : TCH 211A . Required Courses: 1. ) and (Course : TCH 211B . Required Courses: 1. ) and (Course : TCH 301 . Required Courses: 1. ) or (Course : TCHA 301 . Required Courses: 1. ) and (Course : TCH 302 . Required Courses: 1. ) and (Course : TCH 310 . Required Courses: 1. ) and (Course : TCH 350 . Required Courses: 1. )

Corequisites

TCH 420, TCH 440

TCH 410D CPD Experience

0 credits

Corequisites

TCH 410

TCH 412 Literacy Instruction in the Secondary School

Course Description: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.

3 credits

Prerequisites

TCH 323 Minimum Grade of B

TCH 412D CPD Field Experience - Adolescent

Course Description: This course is used to monitor and evaluate candidates.

0 credits

TCH 420 Science Methods: An Integrated Approach

Prerequisite: Senior standing and admission into the School of Education.

Updated Course Description: 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 Rotation: TBA.

4 credits

Corequisites

TCH 410, TCH 440

TCH 426 Teaching English to Adolescents

Course Description: 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.

4 credits

Prerequisites

TCH 323 Minimum Grade of B

TCH 427 Adolescent to Teaching World Languages to Adolescent

Course Description: 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.

4 credits

Prerequisites

TCH 323 Minimum Grade of B

TCH 428 Teaching Mathematics to Adolescents

Course Description: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.

4 credits

Prerequisites

TCH 323 Minimum Grade of B

TCH 429 Teaching Science to Adolescents

Course Description: 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.

4 credits

Prerequisites

TCH 323 Minimum Grade of B

TCH 430 Teaching Social Studies to Adolescents

Course Description: 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.

4 credits

Prerequisites

TCH 323 Minimum Grade of B

TCH 440 Social Science Methods: An Integrated Approach

Updated Course Description: 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 Rotation: TBA.

4 credits

Prerequisites

Pre-requisite for TCH 440 ( Course : TCH 201 . Required Courses: 1. ) or (Course : TCHM 201 . Required Courses: 1. ) or (Course : TCHN 201 . Required Courses: 1. ) or (Course : TCHO 201 . Required Courses: 1. ) or (Course : TCH 201M to 201R. Required Courses: 1. ) and (Course : TCH 211A . Required Courses: 1. ) and (Course : TCH 211B . Required Courses: 1. ) and (Course : TCH 301 . Required Courses: 1. ) or (Course : TCHA 301 . Required Courses: 1. ) and (Course : TCH 302 . Required Courses: 1. ) and (Course : TCH 310 . Required Courses: 1. ) and (Course : TCH 350 . Required Courses: 1. )

TCH 452 Language Acquisition and English Learning

Updated Course Description: 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.

3 credits

Prerequisites

Pre-requisite for TCH 452 ( Course : TCH 201 . Required Courses: 1. ) or (Course : TCHM 201 . Required Courses: 1. ) or (Course : TCHN 201 . Required Courses: 1. ) or (Course : TCHO 201 . Required Courses: 1. ) or (Course : TCH 201M to 201R. Required Courses: 1. ) and (Course : TCH 211A . Required Courses: 1. ) and (Course : TCH 211B . Required Courses: 1. ) and (Course : TCH 215 . Required Courses: 1. ) and (Course : TCH 323 . Required Courses: 1. ) and (Course : TCH 412 . Required Courses: 1. )

TCH 452D CPD Experience

0 credits

Corequisites

TCH 452

TCH 453 Methods and Materials of Teaching in Pre K-6 in the Bi-Lingual Classroom

Course Description: 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.

3 credits

Prerequisites

TCH 351 Minimum Grade of B

TCH 454 Methods of Teaching Bilingual Students Grades 7-12

Course Description: 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.

3 credits

Prerequisites

TCH 351 Minimum Grade of B

TCH 455 Middle Childhood / Early Adolescence: Community, Culture, Identity

Course Description: 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.

3 credits

TCH 456 Differentiating Curriculum and Instruction in Middle Childhood Education

Course Description: 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.

3 credits

Prerequisites

TCH 455 Minimum Grade of B

TCH 475 Special Education in Secondary Settings

Course Description: 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.

3 credits

Prerequisites

TCH 215 Minimum Grade of D and TCH 323 Minimum Grade of D and TCH 412 Minimum Grade of D

TCH 490 Language Arts and Children's Literature

Course Description: 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.

4 credits

Prerequisites

TCH 310 Minimum Grade of B and TCH 350 Minimum Grade of B and TCH 410 Minimum Grade of B and TCH 420 Minimum Grade of B and TCH 440 Minimum Grade of B

TCH 495 Student Teaching and Seminar in the Adolescent Classroom

Prerequisite: Senior standing and permission of the Department.

Course Description: 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.

8 credits

TCH 495S Seminar: Adolescent Student Teaching

Prerequisite: Senior standing and permission of the Department.

0 credits

TCH 497 Student Teaching Seminar in Speech and Language Disabilities

Prerequisite: Senior standing and permission of Department.

6 credits

TCH 498 Supervised Student Teaching and Seminar

Prerequisite: Senior standing and permission of the Department.

Course Description: 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.

8 credits

TCH 498S Seminar: Student Teaching in Childhood Education

Prerequisite: Senior standing and permission of the department.

0 credits