Education Courses Summer 2007


Year Round Experienced Educators, Integrated Learning:
Arts & Humanities and Science Education Programs Students Course Descriptions

Experienced Educators Entering Summer Sequence Programs Students:
Group I – Changing Schools

Experienced Educators Entering Summer Sequence Programs Students:
Group II – Educating for Sustainability

Experienced Educators Entering Summer Sequence Programs Students:
Group III – School Leadership & Administration Leading to Principal Certification

Waldorf Entering Year Round Students
Waldorf Finishing Year Round Students
Waldorf Continuing Summer Sequence Students
Continuing Maine Students


Year Round Experienced Educators, Integrated Learning:
Arts & Humanities and Science Education Programs Students Course Descriptions


EDP 590
Children with Special Needs:
Focus on Childhood

Competency Area: Educational & Social Policy
Required of and priority to Integrated Learning, Science Education & Waldorf teacher certification students.

This course will examine the perceptions and attitudes of the individual, family, teacher and community toward children with special needs and provide a mechanism by which the evolving teacher can better meet the human needs of the child who is labeled exceptional. We will discuss laws and public policy as they are filtered through community, educational and family systems. The inclusionary classroom will provide the foundation for examination of the ways in which specific curricular and other adaptations can enhance the lives and the learning of children with disabilities.

Section A: Laureen Harlow
Time: Monday – Friday, June 18 – 22,
4:45 – 8:00 pm, and
Monday – Friday, June 25 – 29,
8:30 am – 12:00 pm
Maximum: 18
Credits: 2


EDT 550A
Critical Skills Institute – Level 1

Competency Area: Theoretical & Philosophical Foundations of Education
(Critical Skills designated course)

Critical Skills Institutes are truly “an experience.” In our Level 1 Institutes, educators are immersed in a Critical Skills Classroom. Participants explore problem-based, experiential, collaborative, and standards-driven learning. They examine how these components can be successfully utilized to target Critical Skills development within curriculum frameworks focusing on the role of the teacher in the areas of designing curriculum, guiding students, and assessing performance. They develop the knowledge, skills, and dispositions needed to build and maintain a dynamic and responsive classroom community.

Section A: Peter Eppig
Changed 05/22/07 to: Section A: Peter Eppig & Sarah Goodman
Time: Monday – Friday, July 9 – 13,
8:00 am – 4:00 pm
Location: Keene
Maximum: 18
Credits: 2


EDT 552
Critical Skills Institute – Level 2

Competency Area: Theoretical & Philosophical Foundations of Education
(Critical Skills designated course)

The Level II Critical Skills Institute (CSI) builds upon the foundations of the Level 1 institute and the experiences of the Critical Skills teacher. Over three days participants will deepen their understanding of and practical experience with the design and assessment of problem-based challenges as structured by the Experiential Learning Cycle. These challenges will target and track student growth toward specific learning outcomes through at least two ‘linked experiences.’ Focus is on the planning and implementation of more academically rigorous challenges and on increasingly comprehensive tools for assessing student work.

Section A: TBA
Changed 05/22/07 to: Section A: Maura Hart
Time: Monday – Wednesday, July 9 – 11,
8:00 am – 4:00 pm
Location: Keene
Maximum: 18
Credits: 2
Changed 06/21/07: Credits: 1


EDC 520A
Curriculum Theory and Application

Competency Area: Curriculum & Instruction
Required of and restricted to continuing Experienced Educator students.

This course will include an overview of classroom curriculum theory and practice. Given all we know about the world inside and outside the school, we will, both individually and as a group: 1) articulate what is quality curriculum, 2) determine how to design quality curriculum to achieve desired learning results, and 3) produce exemplars of curricula that make these ideas concrete and practical. During class sessions we will engage in large group discussion, small group work, individual reflection, and curriculum project design.

Section A: Kingston NH Cluster 2006 and Springfield VT Cluster 2006: Tom Julius
Time: Monday – Friday, June 25 – 29,
8:00 am – 1:00 pm
Maximum: 30
Credits: 2


EDC 651
Dancing Classroom: Dance Education for Grades Pre-K Through 8

CLASS CANCELLED 05/01/07
Competency Area: Curriculum & Instruction

Learn to lead singing games, social and display dances, and creative movement explorations with children. This course provides resources, theory and practice for integrating dance/movement across the curriculum and into the everyday life of the classroom. No dance experience necessary.

Section A: Kari Smith
Time: Monday – Friday, June 11 – 15,
8:30 am – 12:00 pm
Maximum: 8
Corrected 04/16/07: Maximum 18
(1 seat reserved for ES student)
Credits: 1


EDC 667
Digital Imaging for the Classroom

Competency Area: Curriculum & Instruction

How can you put your digital camera to its best use in the classroom? What can you do to go beyond point, click, and print? Digital technology offers new and wonderful opportunities for creativity, expressions of learning, self-evaluation, reflection, and documentation of classroom work, but for most of us just taking a picture can be a challenge. In this hands-on, introductory course we will learn to use digital cameras, digital video cameras, scanners, and image editing software to explore the fundamentals of digital imaging and digital image manipulation. The emphasis of this class will be both learning about digital equipment and integrating digital media into the curriculum in ways that merge the creative and technical processes. Digital formats for the final project may include digital scrapbooks or journals, students’ websites, electronic portfolios, student autobiographies, and printed collages. Basic computer knowledge is a prerequisite, but no prior experience with digital technology is necessary. Students are encouraged to bring their own laptops and cameras to class if they own them.

Section A: Aviva Cohen
Time: Monday – Tuesday, July 2 – 3, and
Thursday – Friday, July 5 – 6,
8:00 am – 12:00 pm
Maximum: 18
Changed 05/01/07 to: Maximum: 15
(1 seat reserved for ES student)
Credits: 1


EDC 528
Ecology of Imagination in Childhood

Competency Area: Curriculum & Instruction
Required of and priority to Education – Science & Environmental Education students.

This course investigates the developmental basis of environmental education and social studies by examining recurrent themes from children’s play around the world. Making forts, hunting and gathering, constructing small worlds, going on adventures, and fantasy play are children’s instinctive ways of being in the natural world and these activities can be used as the basis for curriculum. Using some of these techniques as planning tools, we will explore curriculum activities that start in Keene neighborhoods and spread out into the surrounding hills and streams.

Section A: David Sobel
Time: Monday – Friday, June 18 – 22,
8:30 am – 12:00 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


EDC 624
First Six Weeks of School:
Building the Foundation for a Successful Year

Competency Area: Curriculum & Instruction

Using the book, The First Six Weeks of School (Denton and Kriete) as a starting point, participants will have opportunities to plan for the all-important opening weeks of schools in their own classrooms. Topics to be considered will include establishing routines, rules and consequences, creating a sense of belonging and significance for all students, and introducing academic curriculum while simultaneously building the social skills necessary for successful learning in an active and interactive environment. Approaches to classroom management in this course are based upon the work of Rudolph Driekurs and Jane Nelson and approaches such as Democratic Classrooms and The Responsive Classroom.

Section A: Laura White
Time: Monday – Tuesday, July 2 – 3, and
Thursday – Friday, July 5 – 6,
8:00 am – 12:00 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


CLASS ADDED 04/16/07

EDC 645
Folk Arts of Early America and the British Isles, for the Classroom – A Field Study

Competency Area: Curriculum & Instruction
Restricted to Education Department students.

Attend a weeklong folk camp for people of all ages. Observe and participate while Master Folklorists teach groups of children traditional dances, songs, crafts, stories and rituals. Participate in these folk traditions at an adult level, yourself. “Collect” by audio recording, interviewing, note-taking and experiencing traditional activities. Meet daily in a teacher seminar to reflect on your observations and experiences, to share newly collected activities, and to explore classroom implementation. Course fee: $727 for program, food, and lodging.

Section A: Jane Miller (and folklorists)
Time: Saturday – Saturday, August 4 – 11
Location: Ogontz Center, Lyman, New Hampshire
Maximum: 8
Credits: 2


EDC 550A
Integrated Arts II: Circus Dreams

Competency Area: Curriculum & Instruction

Ever wanted to run away and join the circus? Probably- and most kids would love to do that, too. Here’s your chance. In this course, we’ll explore the theme of ‘Circus’ as a fun vehicle that can bring together diverse areas of study and one that we can encourage children’s self-expression and self-confidence. We’ll push back the desks and delve into circus skills, puppetry (from giant to tiny), clowning, movement, storytelling, painting, prop construction, etc. as we create a circus performance and consider ways of integrating a variety of arts and crafts with a variety of curriculum disciplines. A flea circus, too? No fleas please – well maybe!!!

Section A: Ron LaBrusciano
Time: Monday – Friday, June 4 – 8,
1:00 – 4:15 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


ED 694
Internship, Science/Environmental Education

Internships are available in a variety of public and independent elementary schools and early childhood learning centers. Students are required to do supervised teaching in an approved elementary and/or early childhood setting.
Note: Please be sure to write the correct course number, the number of credits, and the site of your internship in the space provided on your registration form.

Section A: Education Faculty
Credits: variable


ED 699B
Master’s Project

Required of and restricted to all finishing students in the Pembroke 2005 and Springfield 2005 clusters.

The Master’s Project is a yearlong project of the student’s choosing. Projects are expected to contribute to the improvement of educational practice in the student’s school or district. Each student must complete an advocacy plan and portfolio before the end of the program.

Section A: Pembroke NH 2005 Cluster:
Education Faculty
Section B: Springfield VT 2005 cluster:
Education Faculty
Credits: 3


ED 699G
Master’s Project

Required of all finishing students in the School Choice 2006 cluster.

The Master’s Project is a yearlong project of the student’s own choosing. Projects are expected to contribute to the improvement of educational practice, and may have either a research or a developmental focus. Each student must make a public presentation of the project in a symposium before the end of the program. In the past, symposia have consisted of workshops for other teachers, presentations to school boards or parents, discussions in staff meetings or with seminar participants. Projects may incorporate any variety of media, such as videotapes, slides, pictures, but must also have a written manuscript to accompany them.

Section C: School Choice Cluster 2006:
Education Faculty
Credits: 2


ED 699C
Master’s Project Continuation

Required for all students continuing a Master’s Project for which they have previously registered.

Students must register for Master’s Project continuation every semester until the project has been completed and signed off by your Master’s Project reader. Enrollment in Master’s Project Continuation confers half-time status for Financial Aid and loan deferment purposes through July 22.

Section A: Education Faculty
Credits: uncredited


ED 699S
Master’s Project Seminar

Restricted to Experienced Educator students.

The Master’s Project Seminar is designed to assist teachers with the development of a publishable piece of writing about school change and school choice. Using a writers’ workshop format, students will assist one another with the development of ideas and the actual writing up of their research and practical experiences related to school change and choice, teacher leadership, and action research. We will investigate appropriate venues for publication and examine samples of different styles of published teacher writing. It is expected that all students will submit a piece of writing for publication as a result of the course.

Section C: School Choice 2006 Cluster: Laura Thomas
Time: Monday – Friday, June 25 – 29,
8:30 am – 12:00 pm
Maximum: 18
Credits: 1


EDC 669
Picture Books in the Classroom

Competency Area: Curriculum & Instruction

In this course we will explore the delights and great potential of picture books in an educational setting through the lenses of narrative, pictorial and design elements. Participants will learn how to craft standards-based lessons using picture books, including strategies for engaging students in substantial conversation and activities that foster the development of vocabulary, content knowledge, critical thinking, visual literacy and communication skills.

Section A: Susan Hessey
Time: Monday – Friday, June 18 – 22,
1:00 – 4:15 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


EDC 611
Recrafting Curriculum Using Problem-Based Learning

Competency Area: Curriculum & Instruction
Priority to Experienced Educator students.
(Critical Skills designated course)

The fundamental premise that underlies this course is that if we aspire for students to become confident and effective thinkers and problem solvers, we need to present curriculum in ways that specifically target and develop these skills. This course will introduce the design and use of three distinct models of problem-based challenges – academic challenges, challenge scenarios, and real-life problems – strategies by which a variety of problems are solved by students working as individuals or groups within the classroom. Ways in which these challenges can be used to simultaneously target school/district goals and state-mandated curriculum frameworks will also be examined.

Section A: Peter Eppig
Time: Monday – Tuesday, July 2 – 3, and
Thursday – Friday, July 5 – 6,
1:00 – 5:00 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


ED 690
SIS: Content Mentoring

Competency Area: Curriculum & Instruction
Required of and Restricted to Experienced Educators Springfield VT Cluster 2006.

This SIS (Supervised Independent Study) offers students in the Experienced Educator School Choice cluster a chance to deepen content knowledge specifically related to your classroom or school change project. Work is to be completed independently over the course of the summer. Students must submit a proposal (via SIS contract) for Content Mentoring to their advisor for approval prior to registering for this class. Upon approval, you will then submit the SIS contract to the Registrar’s Office by July 10, 2007 in order for it to appear on your schedule or transcript. Please be sure to specify on the contract that the SIS will be used to fulfill the Content Mentoring requirement. Contracts received after the July 10th deadline will be returned to you for registration in a subsequent semester (additional costs may apply).

If you are not planning to complete your Content Mentoring requirement in the Summer of 2007, you will need to speak to your advisor about requesting an extension for this course. Please consult your Program Handbook for more details.

Section E: Springfield VT Cluster 2006: Staff
Time: TBA
Maximum: 15
Credits: 2


ED 690
SIS: Supervised Independent Study

If you are planning an independent study, please register for an SIS on your registration form. However, an SIS contract must be submitted to the Registrar’s Office by July 10, 2007 in order for it to appear on your schedule or transcript. Please be sure to specify on the contract if the SIS will be used to fulfill a competency area or serve as a required course substitute, or as an elective. Contracts received after the July 10th deadline will be returned to you for registration in a subsequent semester (additional costs may apply). Credits will not appear on your schedule until the SIS contract(s) has been submitted to the Registrar’s Office, thus affecting your enrollment status and perhaps your financial aid eligibility.

Credits: variable


EDC 598
Teacher Leadership

Competency Area: Curriculum & Instruction
Required of students in the Experienced Educators General Program.

This course will focus on understanding the multitude of roles teachers play in school change, and on developing personal/professional leadership skills. Through active learning and problem solving, students will frequently work collaboratively to advance their self-knowledge and communication skills. Work required will be an examination of students’ leadership capacities and an Advocacy Plan for moving their Master’s Project forward.

Section A: Kingston NH Cluster 2006 and
Springfield VT Cluster 2006: Maura Hart
Time: Monday – Wednesday, June 25 – 27,
2:00 – 6:30 pm
Maximum: 30
Credits: 1


EDC 650
Web 2.0 for Teachers: Create, Collaborate, Communicate

Competency Area: Curriculum & Instruction

The World Wide Web is playing an ever-increasing role in education, but often it is used only in a consumer role. Web 2.0 tools such as wiki’s, blogs, and podcasts make it possible for students and teachers to become producers of Web content, and to participate in the knowledge creation process. This course will prepare educators to use a variety of tools to generate web content to support student learning, communicate with parents, and collaborate with colleagues in education. Existing school websites will be critiqued and exemplars identified. Participants will produce actual pages or templates for future use. They will also explore free online Web-page creation and hosting services that are specifically targeted at providing resources for education.

Section A: Wendy McGrath
Time: Monday – Friday, June 25 – 29,
1:30 – 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


Social Studies: Inquiry Approaches and the Core Curriculum
Social Studies methodology is presented as four separate courses. The four courses will be integrated in style and content, but the individual courses may be taken separately. Candidates for teacher certification are required to take as least two credits in Social Studies methodology, with at least one of them having a history focus.

1. EDC 658
Cemetery Quest: Utilizing Burial Grounds as Education Resources

CLASS CANCELLED 05/22/07
Competency Area: Curriculum & Instruction

The Cemetery Quest is an interdisciplinary, standards-based unit that teaches 4th through 8th grade students to see cemeteries as doorways into community history. Students photograph headstones, collect headstone data, interpret data, ‘adopt’ families, and study them using primary and secondary sources. As their culminating activity, students create a treasure hunt that teaches and shares the things they have learned. In this class we will work together, as students, to create a Keene Cemetery Quest.

Section A: Steven Glazer
Time: Monday – Friday, June 11 – 15,
1:00 – 4:15 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

2. EDC 618
From Sheep to Shawl

Competency Area: Curriculum & Instruction

The process of turning wool into cloth is an important aspect of life in many cultures around the world in the present day as well as throughout history. This process can become the focus of rich studies for elementary children. While participants explore the possibilities for integrated curriculum, they will experience for themselves all of the steps from sheep to shawl, including carding, spinning, making and using natural dyes, and weaving. Required materials fee of $30.00 payable to the Education Department prior to the first day of class.

Section A: Judy Coven
Time: Monday – Friday, June 4 – 8,
8:30 am – 12:00 pm
Maximum: 16
(1 seat reserved for ES student)
Credits: 1

3. EDC 529
Place-Based Social Studies: Teaching History with Local Resources

Competency Area: Curriculum & Instruction

Doing local history in and out of the classroom connects students with their communities in a meaningful fashion, bringing to life the abstract concepts and ideas traditionally covered in the history textbook. This course explores models for doing local history projects as part of a standards-based curriculum and gives students the tools to be enablers in their own classrooms. Students will combine hands-on activities involving oral interviews, writing and art with curriculum mapping and the nuts and bolts of classroom management. This course will involve a few field trips to Guilford, Vermont.

Section A: Jennifer Kramer
Time: Monday – Tuesday, July 2 – 3 and
Thursday – Friday, July 5 – 6,
1:00 – 5:00 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

4. EDC 532A
Storytelling: Stories in the Classroom

Competency Area: Curriculum & Instruction
Priority to Integrated Learning & Waldorf program students.

In this course we bring the focus back to the oral and aural arts and their primary role in the classroom. Students will explore memories and family stories to find tellable tales, and discuss the possibilities for this kind of work in a classroom setting. We will learn how to select and find folktales and local tales to enliven and personalize other curriculum areas. And together we will consider children as storytellers and story creators, finding ways to create an atmosphere of play, trust and acceptance in which every child will be able to share the story they want to tell.

Section A: Becky Graber
Time: Monday – Friday, June 4 – 8,
4:45 – 8:00 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


Experienced Educators Entering Summer Sequence Programs Students:
Group I – Changing Schools


EDC 604
Curriculum as a Tool for Learning and Change I

CLASS CANCELLED 05/22/07

Competency Area: Curriculum & Instruction
Required of and restricted to students in the Changing Schools 2007 Cluster.

How does curriculum shape the culture of classrooms and schools? How do we influence, design and implement curriculum change? This course will include an exploration of curriculum theory and practice from the classroom to the district, and state levels. We will examine historical and modern conceptions of curriculum theory, curriculum design, and curriculum implementation. Given all we know about the world inside and outside the school, we will both individually and as a group: 1) articulate what is quality curriculum, 2) determine how to design curriculum to achieve desired results, 3) produce curriculum that make these ideas concrete and practical.

Section A: Tom Julius
Time: Tuesday – Friday, July 17 – 20,
8:00 am – 12:30 pm,
Monday – Tuesday, July 23 – 24,
8:00 am – 5:30 pm, and
Wednesday, July 25,
8:00 am – 3:00 pm
Maximum: 18
Credits: 3


EDT 615
Learning Theory: Understanding Students as Thinkers and Learners

CLASS CANCELLED 05/22/07

Competency Area: Theoretical and Philosophical Foundations of Education
Required of and restricted to students in the Changing School 2007 Cluster.

This course will explore human development and learning theories as a way of understanding the students and young adults we know and work with. We will consider various approaches, such as brain-based learning, multiple intelligences, cognitive and moral development theory. We will explore the ways that these theories work together to form an ecological portrait of individuals and their relationship to others. Specifically, the objectives of this course are to: 1) understand the theoretical perspectives of a variety of developmental and learning theorist as a means for gaining personal and professional insight, 2) apply developmental and learning theory to the practical demands of contemporary education, and 3) use a variety of theoretical perspectives to examine and understand the development and learning needs of our students.

Section A: Maura Hart
Time: Monday, July 9,
1:30 – 5:30 pm,
Tuesday – Thursday, July 10 – 12,
8:00 am – 5:30 pm,
Friday & Monday, July 13 & 16,
8:00 am – 12:30 pm
Maximum: 18
Credits: 3


EDP 642
Teacher Leadership and Advocacy for Change

CLASS CANCELLED 05/22/07

Competency Area: Educational & Social Policy
Required of and restricted to students in the Changing Schools 2007 Cluster.

Passion and innovation are hallmarks of inspiring teachers. Harnessing that passion in the service of changing schools is one of the challenges for today’s schools. This course is designed to explore teachers’ roles as leaders in their schools, school districts and in relation to implementing a change project in their school. We will identify qualities of effective leadership and strategies for building leadership capacity in oneself and others. We will explore leadership roles, reflect and write about developing leadership skills, and become knowledgeable about current leadership theory.

Section A: Phil Grant
Time: Friday, July 13,
1:30 – 5:30 pm and
Monday – Friday, July 16 – 20,
1:30 am – 5:45 pm
Maximum: 18
Credits: 2


Experienced Educators Entering Summer Sequence Programs Students:
Group II – Educating for Sustainability


EDT 616
Principles of Sustainability

Competency Area: Theoretical & Philosophical Foundations of Education
Required of and restricted to students in the Educating for Sustainability 2007 Cluster.
Changed 04/16/07 to: Restrictions: Required of and Priority to Educating for Sustainability 2007 Cluster students.

This course will cover the foundational scientific principles that govern all sustainable systems. It will focus on three scientific laws: the law of limits to growth, the second law of thermodynamics which exposes the dangers of increased energy consumption, and the law of self-organization which results in complex, integrated, highly efficient, stable systems. These laws will be examined at various spatial and temporal scales in biological and ecological systems to show how they function in the world around us. We will then apply them to the examination of human systems – organizational, social, economic, and political as well as intentionally designed systems. Students will learn how to evaluate, from a foundational perspective, why practices or policies will either support or thwart sustainability in any system.

Section A: Tom Wessels
Time: Mondays, July 9 & 16, and
Friday, July 13, 1:30 – 5:30 pm, and
Tuesday – Thursday, July 10 – 12,
8:00 am – 5:30 pm
Maximum: 18
Added 04/16/07: (3 seats per class reserved for ES/ED students)
Credits: 3


EDT 618
Ecology of Learning

Competency Area: Theoretical & Philosophical Foundations of Education
Required of and restricted to students in the Educating for Sustainability 2007 Cluster.
Changed 04/16/07 to: Restrictions: Required of and Priority to Educating for Sustainability 2007 Cluster students.

Learning theory has long ignored the role of the natural world in the maturation and cognitive development of the child. Too frequently, schools isolate students from the natural world and from community engagement. Conversely, what would education look like if we respected the biophilic tendency for children to bond with the natural world? In this course we’ll explore parenting and teaching approaches that organically build on natural developmental processes. Some classes will involve field trips to community swimming sites to observe children in nature. These field trips will inspire our curriculum development projects as well. We may also engage with a real world curriculum design problem developing scripts for a children’s media program on sustainability. The big picture goal of the course is to understand children’s development and learning as the basis for healthy approaches to educating for sustainability.

Section A: David Sobel
Time: Friday, July 13 & Monday, July 16,
8:00 am – 12:30 pm, and
Tuesday – Friday, July 17 – 20,
1:30 – 5:30 pm
Maximum: 18
Added 04/16/07: (3 seats per class reserved for ES/ED students)
Credits: 2


EDT 620
History & Practice of Educating for Sustainability

Competency Area: Theoretical & Philosophical Foundations of Education
Required of and restricted to students in the Educating for Sustainability 2007 Cluster.
Changed 04/16/07 to: Restrictions: Required of and Priority to Educating for Sustainability 2007 Cluster students.

This course is an introduction to Educating for Sustainability, providing an overview of the philosophical, historical, and theoretical underpinnings of EFS. We will study the evolution of EFS during the past quarter century as we clarify for ourselves the meaning of the terms “sustainability” and “educating for sustainability.” Beginning with a review of the historical initiatives and events that gave rise to EFS, we will explore the conceptual components of this field, while simultaneously considering our personal perspectives on them. Then we will turn our attention to the strategies and guidelines applied in the practice of EFS, gaining global perspective by researching implementation of EFS in a variety of contexts. Students can expect course work to include: reading, discussion, individual and group projects, reflective and expository writing, and oral presentations. For the final project in the course, each student will present an overview and critique of an institution or curriculum as seen through an EFS lens.

Section A: Sue Ward
Time: Tuesday – Friday, July 17 – 20,
8:00 am – 12:30 pm,
Monday – Tuesday, July 23 – 24,
8:00 am – 5:30 pm, and
Wednesday, July 25,
8:00 am – 3:00 pm
Maximum: 18
Added 04/16/07: (3 seats per class reserved for ES/ED students)
Credits: 3


Experienced Educators Entering Summer Sequence Programs Students:
Group III – School Leadership & Administration Leading to Principal Certification


EDP 603
Action Research: Collecting, Deciphering and Leading with Data

Competency Area: Educational & Social Policy
Required of and restricted to students in the School Leadership & Administration 2007 Cluster.

More than ever in our history, educational leaders must be managers of data. They must know how to collect, interpret, package and present multiple kinds of data in order to demonstrate student and teacher performance in their schools. This course will focus on both traditional sources of data and the development of alternative indicators of school and student success. Candidates will also learn how to design and conduct action research in their schools with the understanding that this is one of the core skills that leaders need in order to correctly identify and address the on-going development needs of students, teachers, and the school community.

Section A: Peter Eppig
Changed 06/21/07: Section A: Tom Julius
Time: Monday – Friday, July 23 – 27,
8:30 am – 3:30 pm
Maximum: 18
Credits: 2


EDC 521
Building and Sustaining Professional Learning Communities

Competency Area: Curriculum & Instruction
Required of and restricted to students in the School Leadership & Administration 2007 Cluster.

Based on the model of the National School Reform Faculty, this week-long intensive course will train all our certification candidates to be Critical Friends Group (CFG) Coaches, with an emphasis on how to be a leader in a school that consciously uses this model of professional development as the primary mechanism for professional growth, communication, and accountability. Following this training, candidates will serve as CFG coaches for a full year at their home school sites, thereby gaining a year of practical experience in leading a professional development initiative. The work at their schools will include observations of staff, giving and receiving feedback, examination of curricula, student work and assessment.

Section A: Susan Dreyer-Leon
Changed 04/16/07 to: Susan Dreyer-Leon & Kim Carter
Time: Monday – Friday, July 16 – 20,
8:30 am – 4:00 pm
Maximum: 18
Credits: 2


EDL 625
Leadership Seminar

Competency Area: Leadership
Required of and restricted to students in the School Leadership & Administration 2007 Cluster.

This non-credited course will provide the central touchstone for candidates’ on-campus experiences during their summer residency. Each candidate will be assigned to a small group led by their advisor. During this time, candidates will work on their individual learning plans, development of their change initiatives and design of their portfolios. These groups and advisor assignments will be permanent for the duration of the students’ stay in the program. (Note: supervisors may be different from advisors). Another key function of the seminar will be to help students plan for the development and implementation of their change initiative.

Section A: Susan Dreyer-Leon
Time: Tuesday & Thursday, July 10 & 12,
6:30 – 8:00 pm,
Tuesday & Thursday, July 17 & 19,
4:30 – 6:00 pm, and
Tuesday & Thursday, July 24 & 26,
4:00 – 5:30 pm
Added 04/16/07: Maximum 18
Credits: uncredited


EDL 627
Leading Transformations in Education

Competency Area: Leadership

Required of and restricted to students in the School Leadership & Administration 2007 Cluster.

This course will examine the latest trends in the structure and organization of educational systems and schools, with an emphasis on the philosophy of learner-centered education. In particular students will explore what it means to lead schools through the process of developing systems that allow for smaller learning communities, changing the uses of school time and resources to better support learning, and designing systems that allow the child’s experience to be at the center of school organization and culture. Students will explore the implications of this core philosophy of the program in relationship to their own philosophy and vision for schools. This course also includes a required on-line component. Students should be prepared to spend additional time in the on-line environment in order to complete this requirement. This component will serve the duel purpose of enhancing our course work for this summer AND preparing students for their on-line learning experiences in the Fall and the Spring.

Section A: Rick Gordon
Time: Monday, July 9, 1:00 – 5:00 pm,
Tuesday – Friday, July 10 – 13,
1:30 – 5:00 pm, and online
Maximum: 18
Credits: 2


EDL 629
Operating the Learning-Centered School

Competency Area: Leadership
Required of and restricted to students in the School Leadership & Administration 2007 Cluster.

This course will focus on the principal’s role as an instructional leader in learner and learning centered schools. We will explore models of curriculum design and delivery that respect teacher professionalism, inspire creativity and innovation and provide rich and powerful learning experiences for students. Special emphasis will be placed on the importance of understanding the developmental needs of all students and on recrafting existing models of instruction and assessment to emphasize more authentic, higher level learning, while attending to the specific needs of each child. This course also includes a required on-line component. Students should be prepared to spend additional time in the on-line environment in order to complete this requirement. This component will serve the duel purpose of enhancing our course work for this summer AND preparing students for their on-line learning experiences in the Fall and the Spring.

Section A: Laura Baker
Time: Tuesday – Friday, July 10 – 13,
8:30 am – 12:30 pm, and online
Maximum: 18
Credits: 2


Waldorf Entering Year Round Students


EDT 582
Anthroposophy: Projective Geometry


Competency Area: Theoretical & Philosophical Foundations of Education
Required of and Restricted to entering Waldorf Year Round students; others by written permission of Program Director attached to or on registration form.

Through the development of freehand and exact geometrical drawings, students will experience geometry as inner movement and as a process of disciplined imaginative thinking. Students will be introduced to the teaching of geometry from grade 1 to 12.

Section A: Hanneke van Riel
Time: Wednesdays, 8:45 am – 10:00 am, and
Mondays & Tuesdays, 2:00 – 3:55 pm,
Location: Pine Hill School, Wilton, NH
Maximum: 24
Credits: 1


Bothmer Gymnastics
Required of and Restricted to first year Waldorf students; others by written permission of Program Director. It is not necessary to write this course on your registration form. Students will be assigned by the department.

This course is an introduction to Bothmer Gymnastics, a series of exercises created by Count von Bothmer out of indications given by Rudolf Steiner. Through this new living form of exercise, students will explore their relationship to space and will work to find the balance between two kinds of forces: the centric, earthy forces and the peripheral forces. This course will also cover games and recreation activities essential for the class teacher during recreation and recess periods to build children’s social skills and physical coordination.

Section A: Brian Macdonald
Time: Thursdays & Fridays, 4:00 – 5:55 pm
Location: Pine Hill School, Wilton, NH
Maximum: 24
Credits: uncredited


EDC 540
Clay Modeling I

Competency Area: Curriculum & Instruction
Required of and Restricted to entering Year Round Waldorf students; others by written permission of the Program Director attached to or on registration form.

This course introduces students to the activity of clay modeling/sculpture in its fundamental artistic principles. The importance and relevance of these activities as supportive of development are explored. Curriculum and temperament references and indications are given.

Section A: Patrick Stolfo
Time: Mondays, Tuesdays, & Wednesdays,
4:00 – 5:55 pm
Location: Pine Hill School, Wilton, NH
Maximum: 24
Credits: 1


EDC 543
Eurythmy I

Competency Area: Curriculum & Instruction
Required of and Restricted to entering Year Round Waldorf students; others by written permission of Program Director attached to or on registration form.

This course is designed for the student’s own artistic development, which is of the utmost importance when working in Waldorf education. The goals are to acquaint the student with this new art and through doing it, to come to a new relationship to space. It is hoped that the student will come to a realization that the space around us has a living, dynamic quality, and this reality can lead into self-development.

Section A: Cezary Ciaglo
Time: Mondays – Thursdays, 7:25 – 8:40 am
Location: Pine Hill School, Wilton, NH
Maximum: 24
Credits: 1


EDT 583
Evolving Consciousness I

Competency Area: Theoretical & Philosophical Foundations of Education
Required of and Restricted to entering Year Round Waldorf students; others by written permission of Program Director attached to or on registration form.

This two-part course is an introduction to Anthroposophy, with emphasis on conscious self-development, esoteric history and evolution. This session will focus on one of Rudolf Steiner’s basic books, Outline of Esoteric Science, in particular the chapters on the essential nature of humankind and the attainment of supersensible knowledge. Particular emphasis will be placed on research as a path of inquiry, which can stimulate social and individual change.

Section A: Signe Motter
Time: Mondays – Wednesdays, 10:30 am – 12:15 pm
Location: Pine Hill School, Wilton, NH
Maximum: 24
Credits: 1


EDT 584
Human Development

Competency Area: Theoretical & Philosophical Foundations of Education
Partially fulfills Human Development requirement.
Required of and Restricted to entering Year Round Waldorf students; others by written permission of Program Director attached to or on registration form.

This course will cover the basis of child development from birth to adulthood. We will explore growth patterns and nodal points of physiological and psychological changes as described by Rudolf Steiner. We will strive to awaken through this study an appreciation for the why, the what, the when and the how of the Waldorf approach to teaching, coming to the realization that when the teacher is grounded in these principles, his/her own artistic/creative involvement becomes the active therapeutic agent behind this Waldorf methodology.

Section A: Georg Locher
Time: Wednesdays