Program Information

Each course meets one day per week (fully online) between the hours of 9:00 am and 5:00 pm. Classes will be held on either Mondays or Wednesdays during the program. 

There are four courses offered for the Teacher and Curriculum Development TOS Track.  All “full year” students will enroll in two courses each semester (fall and spring), for a total of four courses in one year.

EDD 690 Special Topics Course: Applying Assessment Data to Promote Student Learning in the K-12 Classroom
4 hours; 4 credits

The course helps teachers use well designed assessments to promote students’ learning and academic achievement. Students will interpret standardized test data for decision-making and explore the link between good assessments and good instruction. Such assessments may be formal or informal, norm-referenced or criterion-referenced, and have appropriate qualities of tests (e.g., reliability and validity). The course will also examine techniques in the testing of students who are English language learners (ELL), who have multicultural backgrounds, and who have special needs, as well as contemporary issues in the public debate about high-stakes testing.

ENG 630 Special Topics Course: Writing Across the Curriculum in the K-12 Environment
4 hours; 4 credits

In a seminar designed for K-12 teachers, we will explore how to effectively incorporate writing in the disciplines, beginning with an examination of the core concepts of “writing to learn” and various models of the writing process.  While the course will have a theoretical component, a major focus of the course will be on practical applications, adapting courses to include a significant writing component; creating assignments; and responding to and assessing students’ writing.  We will consider the differences in writing conventions between disciplines, how we can best assist students in learning these “codes,” and how writing can help students learn these subjects better.

CSC 704  Special Topics Course:  Technology-Infused Curriculum Development and Instruction
4 hours; 4 credits

This course will explore many aspects of infusing technology into curriculum development and instruction.  Designed for veteran practitioners in the Teachers on Sabbatical Program, course participants will be exposed to technology relevant to instruction, including web development tools, educational support systems, software, mobile robots, podcasting, and Smart Board technology.  Incorporation of technology in classroom enhancement, particularly with respect to differentiated instruction and fostering positive student outcomes, will be emphasized.  Participants will be expected to redesign or create curriculum using enhancements presented in class.

EDD 691  Perspectives on Managing Diverse Learning Settings
4 hours; 4 credits

The course will address a variety of social-psychological approaches that are appropriate for learning settings with diverse populations, including students with special needs and those with varied cultural and linguistic backgrounds.  Specific learning objectives are to: a) provide teachers with a theoretical understanding of the origins and consequences of students’ behaviors; b) prepare them to develop multiple positive classroom management approaches based on empirical research for addressing these behaviors and; c) give them the opportunity to re-examine their personal practices and philosophy. Readings and activities are intended to encourage exploration of the conceptual foundations and underlying principles of such approaches and interventions. These foundations and principles will lead to the development and application of management strategies that confront the challenges faced by teachers and students in diverse educational settings. These strategies will be designed in ways that foster the development of a productive learning environment through positive supports that serve the needs of current P-12 teachers’ unique contexts.

If you wish to receive an Autism Spectrum Disorder certification, once you complete this program you will be required to submit official transcripts from all previous universities at the time of admission. Please have the official transcripts sent from the Registrar's office to graduateadmissions@csi.cuny.edu.

Each course meets one day per week (fully online) between the hours of 9:00 am and 5:00 pm. Classes will be held on either Mondays or Wednesdays during the program. 

There are six courses offered for the Autism Spectrum Disorder Certificate TOS Track.  All “full year” students will enroll in three courses fall semester and three courses spring semester, for a total of six courses in one year.

ASD 701 Autism Spectrum Disorders: An Introduction to Contemporary Issues
3 credits

Covers history, etiology, symptomatology, theory, typical human development, and treatment approaches to ASD. This course will include a major component on ethics. Six hours of fieldwork are included.

ASD 702 Foundations of Treatment Approaches, Applications, and Methods for Individuals with Autism Spectrum Disorders (ASD) — Part 1
3 credits

Covers classroom and other learning environments (e.g., family’s home, individual setting, leisure-time setting) structured to fit individuals’ needs. Low- and high-functioning individuals (incl. persons with Asperger’s Syndrome) need to be considered differentially, as their needs may drastically differ. Six hours of fieldwork are included.

ASD 703 Foundations of Treatment Approaches, Applications, and Methods for Individuals with Autism Spectrum Disorders (ASD) — Part 2 (Advanced Topics)
3 credits 

Continuation of ASD 7x2 with advanced topics such as functional analysis, treatment generalization, self-management, rule-governed behavior, and contingency contracting. Six hours of fieldwork are included.

ASD 704 Speech, Language, and Communication
3 credits

This course covers the challenges in speech, language, and communication that are typical for individuals with ASD. It is not limited to language but also covers social skills, planning skills, and related topics. Focus will range from those individuals who are nonverbal through others who may be quite verbal but continue to have challenges in abstract and social language. Six hours of fieldwork are included.

EDD 596 Educational Internship
2 credits taken each semester for a total of 4 credits

Field-based project. Students will engage in a field-based project that integrates content from the year-long learning sequence.

"To be considered for TESOL certification - Post-Master’s Advanced Certificate- you will need to submit an application and an official copy of your transcript. To complete the Advanced Certificate in TESOL you will need to complete two additional courses.  Those additional courses are offered at CSI. The certification also requires 12 credits of a language other than English plus the CST in ESOL.

For further information please contact the Coordinator, Gail Rosenberg.”

Each course meets one day per week (fully online) between the hours of 9:00 am and 5:00 pm. Classes will be held on either Mondays or Wednesdays during the program. 

There are six courses offered for the Teaching English to Speakers of Other Languages (TESOL) TOS Track.  All “full year” students will enroll in three courses fall semester and three courses spring semester, for a total of six courses in one year.  To be considered for certification in TESOL, you would need to contact the Teacher on Sabbatical Coordinator, Gail Rosenberg.

EDL 601 Bilingualism & Second Language Acquisition
3 credits

This course provides candidates with knowledge of first and second language acquisition, including the interaction of a bilingual's two languages, with implications for the classroom. Candidates will examine research on the cognitive and linguistic achievements of b/multilingual children and will acquire knowledge about the consequences of bilingualism for children's cognitive development, school achievement, and linguistic processing. 

EDL 602 Linguistics for Teachers
3 credits

Provides an introduction to language as a system, with a particular focus on teaching English as a second language to students in public schools, Grades PreK-12. Topics addressed are: English phonology, morphology, syntax, pragmatics, and semantics. Using a discourse approach, we will connect the four language skills (listening, speaking, reading, and writing) in teaching content-specific language (math, science, and social studies). 

EDL 604 Emergent Literacy in TESOL
3 credits 

Utilizes critical theories to develop instructional competencies in pre-literacy and emergent approaches for students from culturally, linguistically, and racially diverse backgrounds. Connects language development in a second language to phonemic awareness, phonics, spelling, vocabulary development, and comprehension and fluency. Examines reading/writing process and biliteracy; theory and research on literacy; and effective teaching and assessment approaches for English language learners.

EDL 603 TESOL Methods
3 credits

Examines approaches, methods, and techniques for teaching English as a new language (ENL) in bilingual and ENL classrooms, as well as resources available in field. Participants critically analyze and demonstrate teaching approaches based on second language acquisition research, including teaching language through content.

EDL 605 Content Literacy in TESOL
3 credits

Focuses on critical theory and research-based instruction for developing academic literacies across all content areas. Emphasizes similarities and differences between reading and writing in two or more languages, strategies to enhance comprehension and academic vocabulary development, reading fluency, scaffolding, and differentiated instruction, assessment, and planning instruction for academic content. Academic literacy for students with limited and interrupted schooling is addressed.

Educational Internship
1 credit (Full-Year Sabbaticals), 2 credits (Spring Only 1/2 year Sabbaticals)

Field-based project. Students will engage in a field-based project that integrates content from the year-long learning sequence.

EDM 603 Teaching and Learning Mathematics at the Middle School Level 

30 hours plus regularly scheduled conference hour; 3 credits  

Investigation of issues and research in mathematics teaching and learning at the middle school level. Topics include curriculum, standards, technology, assessment, diverse learners, problem solving, instructional strategies, and resources. 

EDS 801 Challenging Ideas in Mathematics I  

30 hours plus regularly scheduled conference hour; 3 credits  

EDS 802 Challenging Ideas in Mathematics II  

30 hours plus regularly scheduled conference hour; 3 credits 

The focus of this year-long course is on strengthening and deepening mathematical thinking and quantitative skills of students currently teaching middle school mathematics. The students will get a solid grounding in pivotal concepts and key ideas in mathematics that have been identified to cause particular difficulties for students in primary and secondary schools, as well as in the introductory courses in college (K-15). Each unit of the course will examine the big ideas and related essential understandings, will reconsider the ideas presented in light of connections with other mathematical ideas, and will include questions for students’ reflection.  

These topics are crucial to student development but often difficult to teach. Misconceptions in mathematics have been identified as a major impediment to student learning. This course will also include overview of research and theory related to misconceptions and common errors in mathematics. Teaching strategies and interventions to enhance student understanding of these key concepts will be explored. Students will be expected to develop a research proposal, conduct the research in their own classrooms, and write a paper in the form of a journal article.  

This course consists of two semester-long parts. In Part I of the course students will focus on rational numbers, ratios, proportions, proportional reasoning. In Part II the focus is on expressions, equations, and functions, geometry, and statistics. 

EDP 658 Teaching Mathematics and Integrating Technology in Special Education and Inclusive Classrooms at the Middle School Level 

30 hours plus regularly scheduled conference hour; 3 credits 

The focus of this course is on developing Technological, Pedagogical, and Content Knowledge (TPACK) of middle school teachers necessary for supporting mathematics and science teaching and learning in diverse settings. The course will examine the use of traditional and emerging instructional technologies necessary to foster inquiry, enhance learning, and reduce achievement gap for students with special needs. Special emphasis is placed upon promoting transfer of learning, critical thinking, problem solving and decision-making and invoking strategies that are discourse-oriented. Given the shift toward integrating digital technologies as learning tools in mathematics, participants are challenged to identify and investigate instructional strategies for guiding learning using digital technologies as learning tools. 

EDD 598 – Education Internship – 4 credits 

Fall 2025- Spring 2026 Course Offerings

C.I.T.E.: Computing Integrated Teacher Education.  This track will prepare teachers with practical applications of computational thinking through material inquiries, digital humanities, creative computing, and the understanding of AI in education.

EDD 711: Introduction to Computational Thinking for Teachers
Build and reflect on foundational computational thinking skills tailored for educators in PreK-12 classrooms.
Credits: 4

EDE 662: Material Inquiry in Education
Discover computational thinking through the lens of artistic inquiry and explore the roles of materials in education and beyond. 
Credits: 4

EDE 615: Special Topics in Computational Literacy 
Fall 2025 Topic: Generative AI in Education. Dive into visuals, videos, music, and customized chatbots to apply AI literacies in teaching and learning. 
Credits: 4

EDD 642: Creative Computing in Education
Incorporate physical and visual programming into interdisciplinary classroom projects. 
Credits: 4

*For information specifically related to the CITE program, please contact: TOS Coordinator: Prof. Gail Rosenberg (gail.rosenberg@csi.cuny.edu)

EDP 621 (social studies/ELA) 3 Credits

Examination of the learning and curricular needs of students with disabilities in English language arts and social studies. Emphasis is placed on students' acquisition of a knowledge base in these content areas and on effective methods of instruction. The cultural and linguistic diversity of students with disabilities is discussed in detail. Twenty hours of fieldwork in varied educational environments provide additional experiences in teaching English language arts and social studies.

EDP 622 (classroom management) 3 Credits

Examination of behavioral and psychoeducational approaches as they apply to the creation of a respectful classroom environment. Techniques that increase behaviors that lead to teaching and learning techniques that ameliorate behaviors that inhibit teaching and learning are covered in detail for populations including those with mild/moderate, severe, and multiple disabilities. Preventive techniques are emphasized for classrooms in which teachers need to accommodate students with diverse levels of functioning, as well as diverse cultural and linguistic backgrounds.

EDP 626 (assessment) 3 Credits

The basic principles of formal and informal assessment used in various classroom settings will be examined. The critical areas of assessment covered include domains of intelligence, academic achievement, language, behavior, and secondary transition. The development of Individualized Education Programs (IEPs) based on the assessment results is also covered.

EDP 680 (math/science w technology) 3 Credits

The course examines computer applications to the math and science curricula in special education and inclusive classrooms. Introduction to a variety of strategies and instructional techniques for using educational technology in teaching concepts in science and mathematics to children with learning and behavior problems. The use and evaluation of computer software programs and Internet resources to promote children's academic progress in mathematics and science are explored. Twenty hours of fieldwork in a classroom enhance the students' ability to integrate technology into their lessons.

EDP 632 (practicum)  - EDD 595 – Education Internship (2 credits taken each semester for a total of 4 credits)