The PRISM 5-12 Initial Licensure Program totals 21 Graduated Credits from Endicott College that can be applied to a MASTER of SECONDARY EDUCATION.  The license is endorsed by ENDICOTT and if desired can fold into a masters degree by taking an additional 15 credits. PLEASE CONTACT us for further information.


EDS 502 Effective Classroom Strategies in Secondary Education
This initial-level graduate course addresses the MA Professional Teaching Standards and Curriculum Frameworks in a specific discipline.   The primary focus is on best structural and instructional strategies for the design of meaningful student learning activities in secondary schools and assessed student performance. Studied is a broad range of contemporary issues facing teachers especially as these relate to national standards and the MA Professional Teaching Standards. Students become familiar with and practice differentiated and interdisciplinary instruction. In addition to the textbook, the MA curriculum frameworks, district based discipline specific standards and the Internet are major support resources.  A 30 hour pre-practicum and related assignments are required components of this course.  The pre-practicum runs concurrently with the course and is discussed and assessed in class sessions.  Participation in the course requires Internet access.

EDS 504 Theories of Curriculum Design and Evaluation
Designed to provide candidates with knowledge and skills of the curriculum development process as well as an awareness of societal demands on the curriculum. The process of developing and implementing curriculum is a continuous process that is systematic and logical. Development, assessment and improvement of curriculum necessary to engage students in the learning process and prepare them to be active contributors in the communication age is a challenge for school administrators and teachers nationwide.  This course will familiarize the candidate with proven, practical techniques, methodologies and strategies that will aid the task in developing, implementing and evaluating curriculum.  Current theories, research and practices of effective teaching methods, staff development models; in-service programs, curriculum designs and frameworks will be explored.  In addition students will become aware of the importance to address different learning styles, cultural awareness, ethnic minorities, equity issues and the use of community resources while designing and evaluating curriculum.

ED 581 Technology in Education
This course includes content related to the impact of technology on education, especially as it relates to effective teaching and curriculum development. The use of technology as a change agent in schools is explored. Students are exposed to the variety of technologies used in schools.
In addition candidates explore, analyze, discuss, and evaluate various computer/technology uses and applications in the 5-12 settings. All assignments and projects completed by each candidate will focus on their license area, content and subject matter. The curriculum frameworks in their particular field will be addressed in each assignment/project. Course readings, activities and final project will focus on particular strategies and best practice for authentic instructional design.
Candidates will work with Microsoft Word, Microsoft Power Point, Inspiration Software as well as Web Design and Web Quests.  Reviews from readings and Internet Sites will allow each candidate to share views and concerns. Participants will view research-based programs on the WWW that have enhanced the learning process. Computer applications and new technologies will be examined through readings, independent research, cooperative learning groups on-line, and sharing of work with colleagues.

ED 582 Research in Education
In this core course students engage in the scientific reasoning process and reflect upon this process as it relates to the educator’s role. The goals and methods of educational research, the reading and analysis of primary sources, development of an educational research proposal using research and the teacher as researcher, are explored. In addition, course material includes currently used research strategies, such as ethnographic studies, action research and the case study approach. Emerging educational practices that are research-based are highlighted. Appropriate inferential and descriptive statistical methodologies are also studied. Candidates are strongly encouraged to develop an action research proposal during this course. This course is part of the initial licensure track, all majors.

RDG 507 Writing Across The Curriculum
This course will demonstrate methods of including writing as well as higher level organizational and critical thinking skills in all disciplines within curriculum.  Students will investigate journal writing – private, guided, and reflective, the inclusion of narrative essay responses, and meaningful feedback in an expeditious and focused manner.  Class members will investigate the use of alternative assessments and open-ended essays. Rubrics will be created to be used in evaluating student writing.  Activities, content, and materials will be related to the Massachusetts Curriculum Frameworks for English Language Arts.

EDS 511 Reflective Seminar: Teacher of Secondary Education
The course will engage students in an examination of and structured discussions about a variety of topics relating to classroom equity and professional responsibilities.  There will be an initial effort to define the notion of a democratic classroom culture, respectful of our national, regional and local civic culture.  Students will examine ways in which learning is made accessible to all students and respectful of all forms of diversity and learning styles.  There will a discussion about how to deepen content knowledge, create engaged and collaborative school cultures and participate in continuous professional improvement activities through appropriate professional organizations.

                   EDS 510 Practicum in Secondary Education

A 150 hour practicum experience (300 hours for HEALTH) for those pursuing the Initial Licensure program in a 5-12 school setting that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and the College supervisor. A minimum of three regularly scheduled seminar meetings between the student, the College supervisor, and the cooperating practitioner is also required. Guidelines for the practicum are described in the Practicum Handbook. The assessment of the student is based on the Massachusetts Department of Education Professional Standards for Teachers.