Goddard College’s history embraces a student-directed, student-driven curriculum that has always rested with the student in the driver’s seat of learning. Our course mentors help steer the learning, guide and embrace the direction the student wishes to take. In this way, our continuing education outreach is both a structure and a road map to allow learning to unfold.
Our continuing education courses are for students of any age who live anywhere in the world and want to continue their learning. Students may design their own study, participate in a course, or combine these two approaches to learning. Our course mentors support students in pursuing the learning they choose.
Courses take place over an eight week period and include readings, videos, documentaries, four online video conference meetings in which participants share their work and ask questions, email communications, and written papers.
Our courses offer educators, counselors, administrators, community activists and lifelong learners a variety of topics to explore and hopefully consider designing action research studies around this content in classrooms, school communities, larger groups of non-traditional learning environments and settings. Our courses support inclusivity of instruction, access to learning through skill-building and conversations around case studies and problem solving in ways that accentuate the positive attributes that all students bring to our profession.
In addition, Goddard is happy to announce a course to support teachers who hope to complete the alternative licensing portfolio process in Vermont: Peer Review. In this course, taught over two semesters. 3 credits each semester, the enrolled participants will compose theory-informed narratives that build their Vermont Licensure Portfolio and address all ten Core Teaching Standards.
Dates and times for online video conference meetings will be determined after the August 30th enrollment deadline. This modality allows you to participate in the course from anywhere in the world, granted that you have a reliable Internet connection and can set aside the time for scheduled video sessions.
At the end of your course, you will write a self-evaluation and your course mentor will write an evaluation of your work. There are no letter grades.
Spring Continuing Ed Courses will be posted shortly!
All courses offer the option of 3 graduate or 3 undergraduate credits.Each course costs $1300. It is open to non-degree seeking students.
What does it look like, feel like, and sound like?
An introductory course to the elements of an Authentically Inclusive Classroom
Course Mentor: Sam Drazin
Are you interested in creating a more authentically inclusive learning environment for your students? Do you know the meaning of authentic inclusion? This course is designed to empower educators to take action in their classrooms to bring about inclusive change. During this course we will unpack authentic inclusion into three areas; physical, academic and social/emotional. Throughout this 8 week course we will evaluate case studies, review data on the importance of inclusion, and culminate with the creation of an authentic inclusion action plan. The course instructor will provide a combination of articles and proposed books will be the responsibility of each student to acquire. This course will be held entirely online utilizing video conferencing, email and google as a means of communication.
Sam Drazin is a former elementary educator and the current Executive Director of a national educational non profit called Changing Perspectives. Sam has taught a variety of grade levels as a classroom teacher with a focus on inclusion. Sam now travels throughout the country working with a dozens of schools a year helping them to bring about positive change in the areas of school climate, disability awareness, social/emotional learning and inclusion.
The Development of a Theory Informed Reflective Practice: Designing Your Peer Review Portfolio for the State of Vermont
Course Mentor: Maike Garland
Are you a teacher without your license? Are you experienced yet have no time to attend face-to-face classes? Have you considered peer review as an alternative path to your license yet get discouraged with its complexities?
In this two-part course over fall and spring semesters, students will develop documentation for the Peer Review Portfolio, which includes their theory informed reflective practice within classroom teaching. The portfolio addresses the three parts of the Vermont Licensure Portfolio and Part II is the documentation of student teaching. Students receive support on drafting Narratives that address Performance Criteria and all Ten Core Teaching Standards.
Students must hold an undergraduate degree and have passed the Praxis CORE (or equivalent exam) before starting this two semester course. Each course will award 3 graduate credits and students can take the portfolio to the state for the alternative licensing review panel.
NOTE: Tuition does not include the state review fee for the peer review portfolio.
Maike Garland serves as Faculty and Teacher Licensure Coordinator at Goddard College. She holds years of experience working with pre-service educators.
How are your students feeling? Emotional awareness and development
Course Mentor – Rachel Bond
Do you have specific students that you struggle to understand? Are you seeking different teaching frameworks for handling concerning behavior in students? Through an awareness and examination of both therapeutic and experiential methods in education, this course aims to help teachers learn therapeutic skills that can help them with students in and out of the classroom. All assignments will either be through Google Docs, self-created YouTube videos or recorded interviews with other students and they will be tailored to the needs of the learner.
The two main components of the course will be:
- Frameworks, where are your students coming from?
In this section we will discuss different theories used in educational settings, some examples include conflict mediation models, collaborative/proactive solutions, behavioral patterns and some information about trauma. If any of these are formats that the continuing ed student already uses in their school, then there will be reflective assignments examining the format and evaluating its success.
- Workshop different tactics, putting theory to practice:
In this section we will be practicing the different theories in ways that will help us integrate these skills easily into our daily lives as teachers. Some of this practice could involve active reflection about students who struggle and discussing those students with the other participants in the class. Some of this practice could be active listening and mediation interviews with other participants.
This course is really about how you want to grow as an educator and having an intentional space to discuss teaching tactics, the good and the bad, with other educators and come up with ways to be more intentional and more present in our practice as teachers.
Rachel Bond is an experiential and therapeutic teacher. She has taught in a diverse range of educational settings, from wilderness therapy to ESL programs, and has conducted research on teacher emotional awareness through Goddard College. She has presented at the AEE Northeastern conference and has trained through a variety of therapeutic/mediation programs including the Community Justice for Youth Restorative Practices Center.
How to Teach From the Bowels of the Studio: Unveiling the Artist Within
Course Mentor–Kumari Patricia
This course invites artist educators to loosen their grip on the well-planned, well- mastered curriculum and look within themselves at developing deeper relationships with each student and mentoring them through the lens of their own artist educator creative practice.
This course is a two-part blend of:
- Self-reflection on the artist work
- Supporting and nurturing the artist self inside the student
Artists educators will explore their motivations for making art and open the door to a conversation, which will mirror the student’s own journey. Participants in this course should bring their own lens or orientation to their creative practice and their teaching. Each participant will be asked to develop a learning contract that is singular to what they hope to achieve.
The expected learning outcomes include greater insight into supporting individualized student work. This will be achieved in a reflective journal piece and two solid, thoroughly presented case studies of the mentoring of two students. Several readings will be covered and students will select a reading that aligns with their own orientation.
This course will hold four zoom sessions over an 8 week period. First session will be an introduction of the participants taking the course and review of expected readings. Second and third session will be an examination of readings and discussion of teaching practices and sample case study presentations to analyze and reflect upon. Fourth and last session will be a presentation by participants of their own case study. Case studies include a thorough description, analysis and reflection.
Emphasis is placed on process and choice based teaching practices.
Kumari Patricia is the Education Program Director and a teaching artist at Goddard College. Her work embraces the differences and important contributions that artists make in the lives of their students.
Climate Literacy and Climate Change Education
Course Mentor: Catherine Lowther
This course is for teachers who want to learn about climate change and offer education in climate change to their students. The course covers the principles of climate science, how we can measure and reduce our carbon footprint, the effects that climate change is having on social-ecological systems worldwide, climate change education, and how to design a climate change curriculum. It takes place over a four week period and includes readings, videos, documentaries, three online group meetings, creating a curriculum, and writing a final paper.
At the end of this course, participants will be able to: explain the causes, impacts, and solutions to climate change, measure the amount of CO2 they produce, implement lifestyle changes to reduce their CO2 emissions, design a climate change curriculum, and help their communities adapt and become resilient to climate change.
Catherine Lowther, PhD, Goddard College faculty advisor for the Climate Literacy Group Study and the BA in Sustainability Program, and Chair of the Sustainability Committee.
Mommy, Why Did He Call Me White?
Talking About Race with Children
Course Mentor: Emma Redden
This course will explore central questions around why and how to talk with children about race and racism. We will learn about white supremacy culture and structural racism, why it is effective and important to teach young children about it, and what the language could sound like. The class will be divided in four parts: Who (are we), What (are we talking about), Why (should we do this work with young people) and How (could the language sound). The class is designed for the student to engage with this work in their own community. Ideally, students would take this class with another person in their own community. This provides students with an in-person collaborator for the duration of the class, as well as support person, with a shared framework, to continue the work with when the class is over. For students who sign up without a “partner”, you will have the option to work closely with one or two other students in the class, for the duration of the course.
The class will run for 8 weeks and will ask students to demonstrate learning in a variety of ways. All students will be asked to write, record audio, and do informal interviews with people in their life. There will be the option to demonstrate learning through visual arts, video, music, or other means of communication that work well for the student.
We will pull from many brilliant thinkers and fields of study, including but not limited to: Debra Van Ausdale and Joe Feagin’s research on racial identity development, Jill MacFarlane’s grief work with children, Resmaa Menakem’s understandings of racialized trauma, Marshall Rosenberg’s framework of non-violent communication, Beverly Daniel Tatum’s work talking about race in schools, Carla Shalaby’s analysis of the consequences of white supremacy in classrooms and Nell Irvin Painter’s telling of the history of whiteness.
Emma is a preschool teacher at a multi-racial preschool, and has a Master’s degree focused on Racial Justice Early Education. As a white woman, she works predominately with white parents and teachers. However, the practice of translating concepts of systemic racism is relevant to people of any race and ethnicity and each student will tailor the class to fit their own context.
RESTORATIVE PRACTICES THROUGH A PROGRESSIVE LENS:
Understanding and creating your own restorative environment
Course Mentor: Scott Harris
It seems like restorative justice/practice is the new buzz word these days but what does it really entail, and how can it be applied to your community? Is this just a new fad that will quickly lose steam in a few years? Can I really handle one more initiative on my plate? This course will work with you to answer these questions and to support your development of a foundational understanding of restorative practices, and how to work with people to begin to implement them in your school, community, or organization. Chances are you are doing this work in your classroom, and this course will support you in taking the next step. We will have individual and online meetings to debrief what is going on in your practice and create a community to help you build and grow your current work. Regardless of your restorative training, this experience is for you in you want to stretch your knowledge and learn about what it means to be a restorative school/community/organization.
Scott is an educator, counselor, and consultant who has worked in various roles in the northeast. He is passionate about elevating student voice and incorporating restorative practices into mainstream culture. Scott holds graduate degrees in School Counseling and in Restorative Justice. He currently works in Maine.
Hakame! Akuaba! Bienvenido! Bienvenue! Aalan wa Sahlan!
Cultivating Multilingual Learning: From Early Childhood to Graduate Education and Life Long Study
Course Mentor: Gale Jackson
Language is a way of seeing and multilingual approaches to learning are an essential site for expanding our vision and imaging, seeding and developing compassionate critical engagement, and nurturing global citizens and citizenship.
In this course we will embody and explore the creation and cultivation of a multilingual learning environment through interdisciplinary arts based openings; including greetings and language studies, storytelling and song, literature and film, performance art and translation, as well as through complementary engagement, reading and discussions, in cultural studies and engaged pedagogies.
In addition to having fun playing and learning with a wide gathering of content and methodologies, we will be looking at questions of application, in English language arts, history/social studies, and science classrooms. We will simultaneously be immersing ourselves in ‘big questions’ of language, history, and social construction, and looking at education as a site of social transformation, personal liberation, and, in bell hooks’ words, “a practice of freedom.”
Successful, and fruitful, participation will include attending five group sessions, an engagement with shared readings and viewing, and one individualized conference in which each student will meet with the advisor to further shape the course of study and projects to meet their individual and professional goals. The course requirements will also include the creation and submissions of three projects; a piece of reflective and or creative work, a piece of critical writing, and a group presentation (which may include some of all of the above), as well as the creation and submission of a full body of annotations which reflect our study and learning.
Gale Jackson is a poet, writer, storyteller, cultural historian, interdisciplinary humanities scholar and librarian, Dr. Jackson is the author of Put Your Hands on Your Hips and Act Like a Woman: Song, Dance, Black History and Poetics in Performance (Forthcoming University of Nebraska Press); MeDea A Novella (Glad Day); Suite for Mozambique (Ikon); Bridge Suite: Narrative Poems Based on the Lives of African and African American Women in the Early History of These New Black Nations; and A Khoisan Tale of Beginnings and Ends (Storm Imprints). Her work has been performed, exhibited, presented and anthologized widely, appearing in publications including The African American Review; Freedomways; The Journal of Black Studies; American Voices; Callaloo; Tribes; Artist and Influence, Ploughshares, and Essence. She edited the Collaborative Voice: Art in a War Time anthology (CollaborativeVoice@Goddard.edu) and co-edited Art Against Apartheid: Voices for Freedom collection. She facilitates the Ehecatl Olin Learning Studio and The Poet in the House Collaborative, with New York City middle school students, serves as a professor on the graduate faculties of Interdisciplinary Arts and Education at Goddard College, and has been awarded an NEH fellowship for her work in griot traditions.
Becoming a Culturally Responsive Teacher
Course Mentor: Pam Kennebrew
Culturally responsive teaching acknowledges the diverse and immense intellectual potential of all students. Cultivating a culturally responsive classroom is a goal for educators committed to social justice. The notion of culturally responsive education is premised on the idea that culture is central to student learning. According to Gloria Ladson−Billings, “It is an approach that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills and attitudes.”
Using an evidence-based approach, this course is designed to put theory into practice. Course participants will have the opportunity to reflect, question, gain knowledge and develop the skills needed to become culturally competent educators. Including:
- Identifying best practices
- Understanding cultural competency and cultural compatibility
- Providing students with clear, concrete steps to use in their classrooms
- Recognizing and addresses barriers to cultural competency (including self and systems)
- Addressing trauma in the classroom
Synchronous and Asynchronous (ZOOM) lectures and discussion
Reading and Reflection
Final Capstone Project
Pam Kennebrew, Goddard EDU Faculty member who serves the main campus Education Program in Vermont as well as the Seattle EDU Program, is an accomplished educator who has years of experience teaching in schools and in prisons.
Nature Mentoring; core practices to bring more learning and teaching outside!
Course Mentor: Angella Gibbons
This course in nature education is for teachers (and aspiring teachers!) who want to bring more learning and teaching outside the classroom. Before we make it a regular practice to teach outside, we can start with ourselves. This course can inspire you to develop your own core practices to connect with nature. These Core Routines of Nature Connection* include Sit Spot, Nature Journaling, Art of Questioning, Sensory Awareness, Nature Museum, Storytelling and more. By experiencing these different practices in this course, you can have more confidence (and more fun!) connecting your students with nature. For this course, you will need to have access to a place in nature, that you can visit a minimum of 3 times a week during the course. Your backyard, a city park or a nearby forest will work. It should be a place you feel safe and ideally, peaceful.
The course will take place over an eight week period, and will include four online group meetings, experiences in nature, readings and reflections, group sharing, completing a Nature Journal and a final Action Research Project.**
At the end of this course, participants will be able to: practice new routines of awareness and connecting to nature on their own, share more outdoor learning experiences with their students, learn some hazards, observe local species as well as learn about more trees, plants, mammals and birds in their area; and most likely—-be inspired to take more learning outside!
Angella Gibbons, has been connecting groups of children, teens and adults to nature for over 30 years. She is the founder and director of EarthWalk Vermont, a non-profit nature education organization on the Goddard College campus in Plainfield. Angella received her Masters in Education at Goddard in January 2018.
*Core Routines of Nature Connection are practiced worldwide in nature mentoring schools and documented in Coyotes’ Guide to Connecting to Nature, co-authored by Jon Young.
**Your Action Research Project can be a hands-on experiential outdoor learning experience designed and implemented for/with a group of students.
Student-Initiated Elective: Design Your Own Course in Continuing Education
Course Mentor: TBD
This Elective is available to any lifelong learner who needs a course for one of these following reasons:
- Design a Learning Contract alongside a Course Mentor (TBD) that meets the needs for credits to fulfill professional development requirements in certain school districts or at agencies.
- Work needed to complete the Vermont Licensure Portfolio after graduation from Goddard.
- Immersion into a new field of study with course mentor support just for the FUN of it!
These Student-Initiated Electives must have a self-designed learning contract and a willing course mentor to support the studies. These courses will not go longer than 8 weeks.