Non-Licensure
Lasell Master of Education also offers a non-licensure program in Curriculum, Leadership and Inclusion. This program provides teachers and consultants with expertise in designing and developing curriculum for diverse learners. Students are not required to pass the MTEL exams in this program, although any graduate from this program can take the MTELs should s/he so desire. As K-8 education continues to struggle with meeting the needs of an increasingly diverse student body, leadership is needed to effect change in the way we teach and design curriculum and how we train teachers to meet students where they live.
The mission of the Lasell College Master of Education degree programs is to provide new and experienced teachers with;
The M.Ed. in Curriculum, Leadership and Inclusion is a flexible degree that will provide students multiple options to work in the field of education. And, if they so desire, graduates can take the MTELs and be prepared to teach in public schools. The goals of the program are:
1. Prepare teacher leaders to address the growing diversity of student needs in schools, not-for profits, and other education related contexts nationally and internationally.
2. Prepare graduate students in a cross-disciplinary field in education that can better respond to the needs in society including: addressing cultural and linguistic diversity, academic differences and disability, marginalization and discrimination in education curriculum, and application and evaluation of inclusive models of instruction and leadership.
3. Prepare graduate students to become consumers of the latest educational research so that they can link and close the research to practice divide and address societal issue related to activism, advocacy, and education for all students. This program is comprised of courses already offered and required within our licensure master's degree programs
Course Code | Course Title | Credits |
---|---|---|
Major Requirements | ||
ED711 | Curriculum & Assessment Diverse Learners | 3 |
ED712 | Literacy Instruction: Elementary | 3 |
ED713 | Reading Supports for Elementary Learners | 3 |
ED771 | Understanding/Using Educational Research | 3 |
ED772 | Teacher as Researcher | 3 |
ED773 | Teacher as Leader | 3 |
SPED711 | Learners with Special Needs | 3 |
SPED712 | Curriculum & Resources in SPED | 3 |
SPED721 | Inclusive Education | 3 |
SPED722 | Policy, Law, & Disability | 3 |
Elective (3 credits) in Education/Special Education Coursework or Practicum Elective (3 credits) in Education/Special Education Coursework or Practicum * courses that require a minimum of 12 hours in school settings
This course considers research, principles, and strategies for effective instruction and classroom organization, particularly in the context of supporting diverse learners and teaching in diverse settings. Topics include differentiated instruction, curriculum planning and resources, formal and informal assessments of student progress, modifications appropriate to meet linguistic and cultural differences, and accommodations for special needs learners. Requires classroom observations at multiple locations.
This course explores literacy learning and teaching in grades 1 – 6. Topics include the role of phonemic awareness, phonics, and word analysis in reading and writing; the relationship among vocabulary development, comprehension, and fluency; formal and informal assessments to measure literacy development and guide classroom instruction; and effective instructional strategies and materials to support elementary learners in reading and writing. Includes focus on differentiating instruction for readers and writers with diverse linguistic and cultural backgrounds. Requires a pre-practicum.
This course examines formal and informal assessments of reading difficulties, especially those currently in use, and their analysis, interpretation, and application to classroom instruction and placement. Students explore strategies, materials, and modifications appropriate for classroom teachers, as well as specialized programs. Requires classroom observations. Prerequisite: ED 712.
This course explores central areas of mathematics in the elementary classroom, as well teaching strategies and methods appropriate for learners at various stages of understanding. Topics include number and operations; functions and algebra; geometry and measurement; statistics and probability; and problem solving. Requires classroom teaching.
This course provides understanding of essential concepts in the physical and life sciences, including technology and environmental science. Reviews standards for teaching and learning science and technology, as well exploring area resources for teachers and elementary students. Integrates technology appropriate for elementary classrooms.
This course provides understanding and critical examination of major events and eras in American and world history through varied perspectives. Includes strategies for integrating social studies and other content areas, including literacy and arts. Students explore local resources for teaching social studies and become familiar with Massachusetts Curriculum Frameworks.
This course explores critical issues in education, with particular focus on policy and practice implications. Specific topics vary, including both perennial concerns (for example, inclusion and accommodations for special needs learners; assessment goals, strategies, and instruments; literacy instruction and assessment; school choice) and emerging concerns related to legislative initiatives, budget considerations, and major research findings.
This course emphasizes effective communication skills in a variety of contexts, both within and outside of school settings, related to elementary student success. Students develop strategies for collaborating with a variety of professionals, including school professionals in general education and special education and professionals in medical and mental health agencies; and for engaging families/caregivers, particularly from diverse backgrounds, community members, and outside agencies.
This course provides principles, strategies, and resources for teaching and using literacy skills in content-area subjects in elementary grades. Focuses on comprehension of narrative and informational texts, text types, integration of literature in content areas, study skills, and vocabulary development.
This course focuses on language processes, including phonological and orthographic language systems related to literacy development. Research and theory related to letters, sounds and their relationship, word analysis, and spelling are used to critique and evaluate reading programs and design customized assessment and instruction.
This course provides a grounding in current theory and practice related to teaching English Language Learners. In particular, students learn to effectively shelter their content instruction, so that ELL students can access curriculum, achieve academic success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy. Course includes a pre-practicum in license-appropriate classrooms. Prerequisite: ED 713 or Department permission. (3 credits) Formerly - ED773
This course explores major paradigms of educational research, including concepts, methods, and terminology related to each. Students read, analyze, and discuss both seminal and current research in relevant areas; study trends in educational research; and apply findings to their own practice by designing a classroom-based research project. Prerequisite: completion of at least 21 credits in the graduate education program.
This course focuses on refining, completing, and reporting the research project designed in ED 771. Requires presenting findings in symposium setting. Prerequisite: ED 771.
This course explores various aspects of leadership and change in education, business, and other professions. Includes theories and models of leadership, organizational change and behavior, and policy analysis, as well as approaches to mentoring and coaching. Helps participants identify their own leadership styles and goals.
This course provides a minimum of 300 hours of student teaching experience in an elementary classroom under the supervision of a qualified professional. Includes a weekly seminar to discuss issues such as management, planning, professional development, and moral and ethical aspects of teaching. Prerequisites: Pass all required MTEL; cumulative minimum GPA of 3.0; complete at least 27 credits in the graduate education program.
This course provides information on characteristics of special needs learners, including physical, emotional, and learning disabilities, with a focus on how these needs may affect classroom organization, planning, and instruction. Introduces assessment, models of special education delivery, and multiple perspectives on educating special needs learners. Requires classroom observations.
This course provides experience in curriculum planning and instruction that meets the needs of special education learners with specific disabilities. Requires classroom observation and teaching.
This course provides knowledge and resources related to teaching special needs learners in an inclusive classroom. Topics include collaborating with other professionals to plan and deliver instruction, co-teaching, classroom management techniques, behavior interventions, assistive technology, and appropriate modifications, adaptations, and accommodations. Requires classroom observation and teaching.
This course provides in-depth understanding of federal and state laws and regulations related to special education. Introduces resources for special needs learners, parents or care-takers, and teachers, including school professionals, services available in area communities, advocacy groups, professional associations, mental health care professionals, and medical professionals. Includes focus on collaboration among these various groups to support special needs learners and their families. Recommended prerequisites: SPED 711, SPED 712.
This course is an in-depth exploration of current technology available for adaptive, assistive, and instructional applications. Students research and evaluate available applications and develop a professional resource file.
This course explores selection, administration and interpretation of assessments related to special needs learners, particularly those used to assess intelligence, aptitude, and achievement; communication of results to school professionals, students, and parents/caregivers; and applications to classroom settings. Students should be generally familiar with assessment and referral processes. Includes field assignments.
This course provides a minimum of 300 hours of student teaching in two different classrooms under the supervision of qualified professionals. May be full time in an inclusive general education classroom or 75 hours in an inclusive general education classroom and 225 hours in a classroom for students with moderate disabilities. Includes a weekly seminar to discuss issues such as planning, teaching, collaboration, and moral and ethical aspects of teaching. Prerequisites: Pass all required MTEL; cumulative minimum GPA of 3.0; complete at least 27 credits in the graduate education program.
Dean, School of Health Sciences; Associate Professor of Athletic Training
Office: Science and Technology Center
Email: chaverty@lasell.edu
Dean, School of Humanities, Education, Justice & Social Sciences; Associate Professor of Psychology
Office: Plummer
Email: lrosenthal@lasell.edu
Professor of Communication, Graduate Program Coordinator for Communication
Office: Donahue
Email: jbarrett@lasell.edu
Professor of Legal Studies, Program Chair of Justice Studies, Graduate Program Coordinator of Justice Studies
Office: Plummer
Email: lbucci@lasell.edu
Associate Professor of Education
Office: Brennan Library
Email: EHartmann@lasell.edu
Professor of Exercise Science, Program Chair of Exercise Science
Office: Science and Technology Center
Email: mhastie@lasell.edu
Associate Professor of Marketing, Graduate Program Coordinator for Business
Office: 26 Maple
Email: JHuetteman@lasell.edu
Associate Professor of Sport Management
Office: Science and Technology Center
Email: ykim@lasell.edu
Associate Profesor of Communication
Office: Donahue
Email: LLopez-Preciado@lasell.edu
Associate Professor of Communication, Program Chair of Communication
Office: Donahue
Email: mperlson@lasell.edu
Dean of the School of Business, Assistant Professor of Marketing
Office: 26 Maple
Email: MReilly@lasell.edu
Associate Professor of Education, Program Chair of Education
Office: Brennan Library
Email: CRinaldi@lasell.edu
Assistant Professor of Sport Management, Graduate Program Coordinator of Sport Management
Office: Bancroft
Email: DSargeant@lasell.edu
Associate Professor of Sport Management
Office: Science and Technology Center
Email: dthomas@lasell.edu
Program Chair of Business, Associate Professor of Marketing
Office: DeArment
Email: nwaldron@lasell.edu
Professor of Communication; General Manager, 109.2FM WLAS & LCTV
Office: Brennan Library
Email: bwardyga@lasell.edu
Dean of Curricular and Faculty Innovation; Professor Emerita
Office: Klingbeil
Email: czeek@lasell.edu
ED711 - Curriculum & Assessment Diverse Learners
This course considers research, principles, and strategies for effective instruction and classroom organization, particularly in the context of supporting diverse learners and teaching in diverse settings. Topics include differentiated instruction, curriculum planning and resources, formal and informal assessments of student progress, modifications appropriate to meet linguistic and cultural differences, and accommodations for special needs learners. Requires classroom observations at multiple locations.
ED712 - Literacy Instruction: Elementary
This course explores literacy learning and teaching in grades 1 – 6. Topics include the role of phonemic awareness, phonics, and word analysis in reading and writing; the relationship among vocabulary development, comprehension, and fluency; formal and informal assessments to measure literacy development and guide classroom instruction; and effective instructional strategies and materials to support elementary learners in reading and writing. Includes focus on differentiating instruction for readers and writers with diverse linguistic and cultural backgrounds. Requires a pre-practicum.
ED713 - Reading Supports for Elementary Learners
This course examines formal and informal assessments of reading difficulties, especially those currently in use, and their analysis, interpretation, and application to classroom instruction and placement. Students explore strategies, materials, and modifications appropriate for classroom teachers, as well as specialized programs. Requires classroom observations. Prerequisite: ED 712.
ED771 - Understanding/Using Educational Research
This course explores major paradigms of educational research, including concepts, methods, and terminology related to each. Students read, analyze, and discuss both seminal and current research in relevant areas; study trends in educational research; and apply findings to their own practice by designing a classroom-based research project. Prerequisite: completion of at least 21 credits in the graduate education program.
ED772 - Teacher as Researcher
This course focuses on refining, completing, and reporting the research project designed in ED 771. Requires presenting findings in symposium setting. Prerequisite: ED 771.
ED773 - Teacher as Leader
This course explores various aspects of leadership and change in education, business, and other professions. Includes theories and models of leadership, organizational change and behavior, and policy analysis, as well as approaches to mentoring and coaching. Helps participants identify their own leadership styles and goals.
SPED711 - Learners with Special Needs
This course provides information on characteristics of special needs learners, including physical, emotional, and learning disabilities, with a focus on how these needs may affect classroom organization, planning, and instruction. Introduces assessment, models of special education delivery, and multiple perspectives on educating special needs learners. Requires classroom observations.
SPED712 - Curriculum & Resources in SPED
This course provides experience in curriculum planning and instruction that meets the needs of special education learners with specific disabilities. Requires classroom observation and teaching.
SPED721 - Inclusive Education
This course provides knowledge and resources related to teaching special needs learners in an inclusive classroom. Topics include collaborating with other professionals to plan and deliver instruction, co-teaching, classroom management techniques, behavior interventions, assistive technology, and appropriate modifications, adaptations, and accommodations. Requires classroom observation and teaching.
SPED722 - Policy, Law, & Disability
This course provides in-depth understanding of federal and state laws and regulations related to special education. Introduces resources for special needs learners, parents or care-takers, and teachers, including school professionals, services available in area communities, advocacy groups, professional associations, mental health care professionals, and medical professionals. Includes focus on collaboration among these various groups to support special needs learners and their families. Recommended prerequisites: SPED 711, SPED 712.