Course of Study
TPRP 598, An Introduction to Urban Education. Linda Cole-Taylor.
Introduction to a way of thinking about teaching, one that involves an understanding of one’s discipline, sociological understanding of context and psychological knowledge of students.
TPRP 594, Education Psychology: Learning Theory and Urban Classrooms. David Berg.
Introduction to cognitive and social psychology as well as the intersection of adolescence with race and class.
TPRP 595, Special Education: Legal and Psychological Issues. Barbara Shiller.
Introduction to the legal mandates of IDEA legislation as well as a survey of the various learning styles of students eligible for special education.
Summer School Teaching (non-credit)
A three-week teaching assignment with New Haven high school students in the Yale SCHOLAR program teaching a humanities course in your discipline. Info here and here.
TPRP 590a, Schools, Community and the Teacher. Jonathon Gillette.
A survey of the important historical shifts in the purpose of education as well as the growing literature on the role of race in achievement. Students identify different philosophical stances and begin to generate their own guiding principles.
TPRP 599a, Seminar on Teaching and Learning. Linda Cole-Taylor.
Taught in conjunction with TPRP 650a, this seminar expects students to demonstrate growing proficiency merging theory and practice. In addition to seminar discussion and purposeful assignments, this seminar supports a daily teaching internship in New Haven as the lead teacher in a mentor's classroom. Together, the field and campus work are intended to deepen one's professional habits of practice and encourage the candidate to significantly contemplate one's role within this teaching context. Partner Schools »
TPRP 650a, Advanced Issues in Urban Settings. Jonathon Gillette.
An integrative seminar for advanced learning, half of the session is devoted to the presentation of case studies from the collaborative teaching experience. Students develop the habit of disciplined analysis in the context of these real cases. The other half is devoted to deepening study. The topics for the fall include: in-depth conversations with an FAS faculty member, the challenge of making student thinking, visible, issues of power and pedagogy in adolescent literacy and the role of anxiety in urban learning.
And one of the following:
TPRP 600a, The Teaching of English. Jonathon Gillette.
The Teaching of English is designed to support candidates in the process of translating content knowledge into instructional practice. The course builds in candidates a demonstrated ability to break down complex concepts and develop higher order learning experiences for their students. We work from a belief that grounding one's work in theory, philosophy, and research gives intentionality to decisions about teaching and learning in the classroom. Topics include the connections between developing reading and writing skills, approaches to adolescent literacy challenges, genre studies, assessment and the teaching of grammar.
TPRP 601a, The Teaching of History. Linda Cole-Taylor.
The Teaching of History confronts the educational challenges embedded in what it means to know, learn, and understand history. This course examines the application of instructional design to the specific discipline of history in three ways. First, we consider what history is, and in doing so, we attempt to understand how historical knowledge is created, challenged, and changed over time. Second, we examine what it means to learn history, and build a working paradigm of what it means for teenagers "do history." Lastly, we build a repertoire of conceptual and practical knowledge in order to demonstrate what it means to teach history. An overarching goal of the course is the development of prospective educators in public or private settings who are reflective learners, educational visionaries, and keenly interested in the intellectual growth of young adults.
TPRP 603a, The Teaching of Mathematics. Nicholas Fiori.
This course focuses on mathematics curriculum and teaching methods. The goal is to help prospective secondary mathematics teachers acquire the skills, knowledge, and reflective practice necessary for successful teaching. Students will undertake an investigation of mathematics as a discipline, and examine the history and nature of reform movements, curricula, and current issues within mathematics education. We will develop pedagogical content knowledge for planning classroom activities, utilizing technology, differentiating for diverse learners, and assessing learning progress.
TPRP 604a, The Teaching of Science. Katherine Morosky.
The unifying theme of The Teaching of Science is critical examination of the nature of scientific inquiry. This theme, tailored for students' specific disciplines, is a necessary premise for discussing the fundamental issues facing science education today. As a methods course, the goal is to provide future science teachers with the perspective, frameworks, and skills necessary to lead an effective secondary science class. This goal will be achieved in a variety of ways. Topics will focus on historical and contemporary issues in science education, current curricular trends, and the specifics of structuring an engaging science experience for young adults. The culminating project will be to develop a unit plan which incorporates reflective planning, laboratory-based inquiry and assessment, instructional differentiation, and technology.
TPRP 620/621/622b, Graduate Teaching Seminar. Linda Cole-Taylor.
This 3-credit seminar is taken in conjunction with the full time teaching placement in the Urban Education Master's program. The weekly seminar is designed to support and deepen the candidate's work with New Haven students while challenging the candidate to enact the theoretical basis of their academic study in the program. Partner Schools »
TPRP 650b, Advanced Issues in Urban Settings. Jonathon Gillette.
Structured like the fall seminar, topics for the spring include: stereotype threat and cross racial feedback, advances in cognition and their implication for learning theory, theories of student resistance and theories of organizational change.
TPRP 660, Theory into Practice. Jonathon Gillette.
A capstone seminar in which candidates examine the dual dynamics of "teaching against the grain." Elements include articulating an instructional stance as teachers, and different approaches to creating and managing an alternative class culture.
Immediately following the completion of your Master's Degree, it is expected that you will fulfill a two-year teaching commitment in the New Haven Public School District. Our City »
Not only during our students time of study and two-year commitment, but beyond, we provide individual and group support. Monthly induction meetings offer a chance for students to present case studies from their own classroom and dialogue around issues colleagues present. With the input of others, we return to the theory we already know to grapple with classroom challenges.
It is our commitment that our work, like your work, does not end with your graduation and while you teach in New Haven, we will gladly offer you support to enable you to grow as an educator.