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faculty
Christopher Clinton
Associate Teaching Professor
Education
Contact
508-910-6097
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Liberal Arts 399A
Education
| 2018 | University of Massachusetts Lowell | EDD |
| 2005 | Endicott College | MBA |
| 1998 | Harvard University | M Ed |
Teaching
- Teacher Preparation
- Teaching and Integrating Technology
- Organizational Management
- Mentoring and Induction
- Science Education
Teaching
Programs
Programs
Teaching
Courses
Field-based practice in a school. The first Field Based Experience focuses on focuses on the completion of the first field based gateway assessment. This in field based experience requires at least 30 hours of placement in a school determined in collaboration with the Field Based Experiences Coordinator.
Field-based experience in local schools. This second Field Based Experience focuses on the completion of the second gateway assessment. This experience requires a minimum of 30 hours in a local school placement. In the gateway assessment, you will co-plan with the teacher, attend meetings, support students, and engage in the work of the classroom.
Field-based experience in a school. This final field-based experience focuses on completing the final gateway assessment. This experience requires no less than 30 hours of placement in a school determined in collaboration with the Field Based Experiences Coordinator. In this experience, students will co-plan and co-teach multiple lessons in addition to engaging in other classroom activities.
Field-based experience in a school. This final field-based experience focuses on completing the final gateway assessment. This experience requires no less than 30 hours of placement in a school determined in collaboration with the Field Based Experiences Coordinator. In this experience, students will co-plan and co-teach multiple lessons in addition to engaging in other classroom activities.
A content course designed to address the Massachusetts Physical Science Curriculum Standards for middle school science instruction. This highly interactive course emphasizes research-based core instructional models to provide teachers with effective content and pedagogy to integrate topics such as the properties and reactions of matter, as well as the relationships between matter and energy, into the middle school science classroom.
Focuses on developing the dissertation proposal, including conducting a full literature review, identifying the theoretical perspectives and relevant research framing the proposed dissertation research, a clear statement of the research questions and significance of the problem, a description of the research methods and design, and a work plan that identifies how data will be collected and analyzed.
Focuses on developing the dissertation proposal, including conducting a full literature review, identifying the theoretical perspectives and relevant research framing the proposed dissertation research, a clear statement of the research questions and significance of the problem, a description of the research methods and design, and a work plan that identifies how data will be collected and analyzed.
Teaching
Online and Continuing Education Courses
Building teaching experience. This course focuses on instructional pedagogical practices improving student learning. This course serves students who are already working in the field. In this experience, students will plan, teach, and reflect on multiple classroom experiences. The goal of the course is to improve instructional strategies and connect best teaching practices as presented in research literature.
Provide a graduate level introduction to the principles of applied social science research. Students will review the tools and techniques used by social scientists to inform evidence-based policymaking. Students will develop skills in critical thinking related to the evaluation of policies, and test those skills through the design of a research proposal related to a policy question of their choosing.
Register for this course.
Building teaching experience. This course focuses on instructional pedagogical practices improving student learning. This course serves students who are already working in the field. In this experience, students will plan, teach, and reflect on multiple classroom experiences. The goal of the course is to improve instructional strategies and connect best teaching practices as presented in research literature.
Field-based experience in a school. This final field-based experience focuses on completing the final gateway assessment. This experience requires no less than 30 hours of placement in a school determined in collaboration with the Field Based Experiences Coordinator. In this experience, students will co-plan and co-teach multiple lessons in addition to engaging in other classroom activities.
Field-based experience in local schools. This second Field Based Experience focuses on the completion of the second gateway assessment. This experience requires a minimum of 30 hours in a local school placement. In the gateway assessment, you will co-plan with the teacher, attend meetings, support students, and engage in the work of the classroom.
Register for this course.
Field-based practice in a school. The first Field Based Experience focuses on focuses on the completion of the first field based gateway assessment. This in field based experience requires at least 30 hours of placement in a school determined in collaboration with the Field Based Experiences Coordinator.
Register for this course.
Field-based experience in a school. This final field-based experience focuses on completing the final gateway assessment. This experience requires no less than 30 hours of placement in a school determined in collaboration with the Field Based Experiences Coordinator. In this experience, students will co-plan and co-teach multiple lessons in addition to engaging in other classroom activities.
Register for this course.
Inservice teacher pathway. Building on teaching experience, this course will ask students to demonstrate and evaluate instructional pedagogical practices. In this experience, students will plan, teach, and reflect on multiple classroom experiences. The focus of the course is to improve instructional strategies and connect best teaching practices as presented in research literature.
Register for this course.
Inservice teacher pathway. Building on teaching experience, this course will ask students to demonstrate and evaluate instructional pedagogical practices. In this experience, students will plan, teach, and reflect on multiple classroom experiences. The focus of the course is to improve instructional strategies and connect best teaching practices as presented in research literature.
Register for this course.
Research
Research activities
- Teacher Education Advisory Committees
- Alternative Pathways for Teacher Preparation
- Mentoring and Induction
Research
Research interests
- Teaching and Learning
- Organizational Impact on Students
- Improving Teacher Preparation
- Partnerships and Organizational Development
Founder of three different school programs: Pilot School, Charter School and Innovation School. Educator in K-12 for 24 years. Consultant work with the Massachusetts Elementary and Secondary Department of Education has resulted in the states development of the Candidate Assessment of Performance (CAP) and the Massachusetts Educator Evaluation System. He is currently serving the department as the Chair designee.