Accreditation
香港六合彩资料 is accredited by the Middle States Commission on Higher Education. For programs leading to certification in New York state, the Department of Teaching, Learning and Educational Leadership received accreditation from the Association for Advancing Quality in Educator Preparation (AAQEP).
Academic Policies and Procedures
Students enrolled in the Department of Teaching, Learning and Educational Leadership's teacher preparation programs must earn at least a B- in all courses to progress to subsequent semesters. Students are required to maintain at least a B (3.0) cumulative grade point average in all graduate credit coursework presented for the degree per Graduate School policy.
Students are referred to the Academic Policies and Procedures, Graduate section in the Academic Guide (Formerly Bulletin) for additional policies and procedures.
Academic Grievance
If a student has a complaint about a grade or other academic grievances, the student should first try to resolve any grievance with their instructor. If, after meeting with the course instructor, the student wishes to pursue further action, he or she should meet with their program director or department chair to discuss options. A copy of the CCPA Grievance Procedure is available from the CCPA Dean's Office.
Vision, Mission, Core Values
Vision
The Department of Teaching, Learning and Educational Leadership's vision is to create premier educational opportunities for all learners.
Mission
The mission of the Department of Teaching, Learning and Educational Leadership is to prepare exceptional teachers, school leaders and scholars; to conduct innovative and relevant educational research to solve important problems in education; and to engage in collaborative, creative partnerships that contribute to improving educational practice in communities, schools, the nation and the world.
Core Values
Faculty members strive to be leaders in the field of education.
Faculty and staff believe in, and use, socially just and culturally responsive practices in teaching, service and research.
Teaching
Faculty prepare high-quality teachers and school leaders across curricula, age spans and diverse learning environments.
Faculty provide high-quality programming using a variety of research-based, innovative teaching tools and techniques, including clinically rich experiences for students at all levels (i.e., undergraduate, master's, doctoral).
Culture, Climate and Collaboration
Faculty, staff and students create and sustain a collaborative environment where ideas are valued and respected, and where successes are celebrated.
Faculty and staff have ongoing collaborative partnerships with other campus departments, as well as local, regional, national and international organizations, agencies and schools.
Research
Faculty are engaged scholars, actively conducting timely, meaningful research and scholarship.
Faculty research contributes to the field, schools and communities, and informs and improves practice.
Programs in the Department of Teaching, Learning and Educational Leadership
The College of Community and Public Affairs (CCPA) Department of Teaching, Learning and Educational Leadership (TLEL) offers programs leading to the Master of Arts in Teaching (MAT), the Master of Science in Education (MSEd), the Master of Arts (MA) and the Master of Science (MS). Combined 4+1 degree options in mathematics, (a combination of undergraduate BA or BS in the discipline and graduate MAT in teacher education) are also offered. Several programs culminate in teacher certification in New York state. The department also offers advanced certificates programs in four areas: community schools, educational leadership, Teaching English to Speakers of Other Languages: Clinically Rich Intensive Teacher Institute (TESOL/TESOL: CR ITI) and adolescence special education, as well as a Doctorate of Education (EdD) in Educational Theory, Research and Practice.
The following degree programs are offered:
- Master of Arts in Teaching (MAT) Adolescence Education, Grades 7-12 (Initial Preparation)
- biology
- chemistry
- earth science
- English
- mathematics
- physics
- social studies
- Master of Science in Education (MSEd)
- Childhood Early Childhood, Birth-Grade 6 for Literacy,Special Education & PreK-12 for TESOL (initial preparation)
- Literacy Education, Birth-Grade 6 (advanced preparation)
- Literacy Education, Grades 5-12 (advanced preparation)
- Literacy Education, All Grades (advanced preparation)
- Special Education, Birth-Grade 2 (advanced preparation)
- Special Education, Birth-Grade 6 (advanced preparation)
- Special Education, Grades 1-6 (advanced preparation)
- Special Education, Grades 7-12 (advanced preparation)
- Teaching English to Speakers of Other Languages (TESOL), PreK-12 (advanced preparation)
- Master of Arts (MA) in Teaching English to Speakers of Other Languages (TESOL)
- Master of Science (MS) Educational Studies
- Educational Studies
- Educational Studies with Community Schools Concentration (fully online program)
- HDEV (BS) - Educational Studies (MS) (please see the CCPA Combined Undergraduate/Graduate section of the Academic Guide (Formerly Bulletin) for more information).
- Advanced Certificate Programs
- Adolescence Special Education
- Community Schools
- Educational Leadership (CAS)
- TESOL
- TESOL: CR ITI
- Doctorate of Education (EdD) in Educational Theory, Research and Practice
Admissions
A. Certification Programs (Initial and Advanced)
Admissions are on a rolling basis, but be aware that the MSEd Childhood/Early Childhood program only admits during the fall semester. The MAT Adolescence Education programs admit students during the fall semester for a three-semester program or during the spring for a four-semester program. All students wishing to be considered for a graduate assistantship (or other funding opportunities) must express their interest by February 1.
In addition to the requirements listed on the Graduate School website, TLEL applicants must provide the following credentials. For specific details, visit the TLEL Admissions website.
Prerequisites:
- MAT Adolescence Education (including accelerated degree programs):
- Bachelor's degree OR equivalent of the major in the discipline including a variety of arts and science coursework
- MSEd Childhood Early Childhood (Literacy, Special Education & TESOL):
- CEC Literacy
- Bachelor's degree in liberal arts with a distribution of arts and sciences
- 1 semester of college-level/3 years of high school foreign language
- CEC Literacy
- Bachelor's degree in liberal arts with a distribution of arts and sciences
- 1 semester of college-level/3 years of high school foreign language
- CEC TESOL
- Bachelor's degree in liberal arts with a distribution of arts and sciences
- 12 credits of foreign language
- CEC Literacy
- MSEd Literacy Education:
- Introduction to Special Education (SPED 501, SPED 500) or equivalent coursework
- Initial certification/eligibility for initial certification in early childhood education, childhood education, special education, speech/language, ESL or a grade 7-12 academic subject
- MSEd Special Education:
- Introduction to Special Education (SPED 501, SPED 500) or equivalent coursework
- Initial certification/eligibility for initial certification in early childhood education, childhood education or adolescence education
- Adolescence only: six credits each in English, mathematics, natural sciences, and social sciences
- Advanced Certificate in Adolescence Special Education
- Introduction to Special Education (SPED 501, SPED 500) or equivalent coursework
- Initial certification/eligibility for initial certification in adolescence education
- Six credits each in English, mathematics, natural sciences and social sciences
- Master's degree (香港六合彩资料 MAT students may concurrently complete the advanced certificate, as long as the MAT internship is completed prior to the special education internship)
- MSEd TESOL/ Advanced Certificate in TESOL: CR ITI:
- 12 credits of a language(s) other than English (at least 6 credits pre-admission)
- Initial certification/eligibility for initial certification
- Certificate of Advanced Study (CAS) in Educational Leadership:
- Master's degree
- New York state teaching permanent or professional certification
- A minimum of three years teaching experience and/or pupil personnel service in PreK-12 public or approved non-public schools
- EdD Educational Theory, Research and Practice
- Master鈥檚 degree
Letters of Recommendation
- The Certificate of Advanced Study (CAS) in Educational Leadership requires two completed Reference Forms (in lieu of letters) from supervisors, school or district administrators who know the candidate's work and can assess accomplishments and leadership potential.
- The MSEd in Literacy, Special Education and TESOL requires two Reference forms (in lieu of letters). These forms are from references who can attest to the applicant's potential to be an effective teacher and to successfully complete graduate study.
- All other programs require two letters that can attest to the applicant's potential to be an effective teacher and to successfully complete graduate study.
Personal Statement
- Certificate of Advanced Study in Educational Leadership (3-4 pages):
- Prior leadership experiences
- Any special skills or contributions to the field of education
- Why the applicant wishes to pursue administrative leadership education at this time in their career
- Leadership goals for the future
- Initial Preparation Program (two to three pages):
Collectively, faculty members from the Department of Teaching, Learning and Educational Leadership identified the Professional Dispositions they see as essential to the development of an effective educator or educational leader. These Professional Dispositions include a readiness to:
- Demonstrate a commitment to learning and diversity;
- Build rapport and serve as a strong role model to peers, colleagues and learners;
- Display effective communication skills (oral and written) in all settings; and
- Demonstrate professional competence and conduct.
For the personal statement, applicants should describe how one or more of these professional dispositions has (a) influenced the decision to become a teacher and/or (b) will contribute to the individual's effectiveness as a teacher. Applicants should approach this by telling a story about an incident or event from personal experience that illustrates that particular characteristic.
The personal statement will be evaluated by faculty and staff members on the basis of how well the applicant addressed the prompt and the skill at organizing, developing and conveying, in the standard written English, an event or story that illustrates how the applicant has demonstrated (or perhaps observed) the characteristic.
Applicants should be sure the response directly addresses the prompt. Personal statements should be a minimum of 500-750 words (approximately two to three pages, double-spaced, Times New Roman font, size 12, 1" margins). Personal statements must be uploaded directly into the 香港六合彩资料 application system and are not mailed or emailed to a faculty or staff member.
- Advanced Programs Personal Statement:
Dispositions are the values, commitments, and professional ethics that influence an individual's behavior towards students, families, colleagues, and communities. An individual's dispositions affect their opinion of student learning, motivation, and development, as well as an individual's professional growth.
Collectively, faculty members from the Department of Teaching, Learning, and Educational Leadership identified the Professional Dispositions they see as essential to the development of an effective educator or educational leader. These Professional Dispositions include a readiness to:
- Demonstrate a commitment to learning and diversity;
- Build rapport and serve as a strong role model to peers, colleagues, and learners;
- Display effective communication skills (oral and written) in all settings; and
- Demonstrate professional competence and conduct.
Keeping these dispositions in mind, please answer the following questions in one or two paragraph(s). They will be evaluated on the basis of how well you organize, develop and convey clear thoughts through your writing.
1. What inspired you to seek certification in Literacy, Special Education or TESOL and how will your studies enable you to reach your professional goals and support students?
2. What are the most important skills or characteristics a teacher should possess, and why do you believe they are most important?
搁茅蝉耻尘茅: Including current employment, previous professional education experience (including student internships), volunteer work and other experiences with children and youth.
Certification (Advanced Preparation Programs only): Submit proof of New York State Teacher Certification showing TEACH reference (ID) number (found in the certificates section of the TEACH account). A program may accept a teaching certificate from another state for conditional admission, but that does not guarantee that New York state will recognize it or that our programs fulfill teacher certification requirements in other states. Out-of-state credentials need to be converted to the New York state equivalent by the end of the first semester in the advanced program.
B. Non-Certification Programs
Admissions is on a rolling basis, but be aware that the EdD Educational Theory, Research and Practice program accepts applications for both fall and spring admissions. Students who are interested in applying for graduate assistantships and attending the EdD program full-time are encouraged to submit their applications by February 1. Applications received by February 1 will be given funding priority.
In addition to the requirements listed on the Graduate School website, TLEL applicants must provide the following credentials. For specific details, visit the TLEL Admissions website.
Personal Statement:
- MA TESOL (two to three pages):
- Your academic and professional background(s) related to TESOL,
- Your reason(s) for applying for the MA TESOL program at 香港六合彩资料
- Your educational and career goals beyond graduate school
- MS Educational Studies with a concentration in Community Schools (two to three pages):
- Why you are interested in the Educational Studies program with a concentration in community schools
- Your professional goals, including what the applicant hopes to contribute to the field of education
- An issue or topic you might like to research for your culminating master's paper/project (a couple of paragraphs)
- EdD Educational Theory, Research and Practice (two to three pages):
- Professional background
- Research interests including specific fields of inquiry
- Two or three faculty members in the Department of Teaching, Learning and Educational Leadership who could be potential advisors and why
- Career goals related to pursuing a doctoral degree
Writing Sample (EdD only): A critical analysis (four to five pages) with reference citations of an educational issue of national importance.
Interview (EdD only): In some cases, applicants will be asked to come to campus for an interview with the program coordinators. All applicants can request such an interview.
Certification Programs
The Department of Teaching, Learning and Educational Leadership focuses on the preparation of teachers and education leaders. Initial preparation programs for students who do not have an undergraduate degree in education or initial certification to teach are offered in Childhood/Early Childhood Education: Grades B-6 and Adolescence Education: Grades 7-12 in biology, chemistry, earth science, English, mathematics, physics and social studies. Advanced preparation programs for students who already have an undergraduate degree in education and initial certification are offered in Adolescence Education: Grades 7-12 (same subject areas as above), Literacy Education: Birth-Grade 6, Grades 5-12, All Grades, Special Education: Grades B-2, Grades 1-6, Grades B-6, Grades 7-12 and ESOL: Grades PreK-12. A certificate of advanced study program is offered in Educational Leadership for students with permanent or professional teacher certification and three years of teaching experience. All coursework and New York state teacher certification requirements must be successfully completed in order to receive New York state teacher or administrator certification.
Professional Dispositions Policy
As a professional school, the Department of Teaching, Learning and Educational Leadership (TLEL) at 香港六合彩资料 is dedicated to preparing teachers and scholars who are well-grounded in their discipline and in pedagogical practice. Candidates and program participants engage in rigorous coursework that integrates theory, research and applied practice focused on learning across disciplines, grade levels and educational environments. Clinically rich field experiences and internships throughout our graduate programs enhance and further develop skills attained through coursework.
Whether in coursework or while engaged in fieldwork in school and community settings, the TLEL faculty members expect all teacher candidates and program participants to demonstrate the professional dispositions expected of an educator. These include the values, commitments and professional ethics that influence behaviors towards students, families, colleagues and communities that affect student learning, motivation and development, as well as the educator's own professional growth. Dispositions are guided by beliefs and attitudes related to values such as accountability, respect, honesty, integrity and professional competence and conduct.
Faculty members developed the TLEL Professional Dispositions from the standards advanced by the Interstate New Teacher Assessment and Support Consortium (InTASC), the New York State Education Department (NYSED), and the content and specialization areas represented in TLEL. Additionally, stakeholder groups (i.e., superintendents, teachers and other education professionals) provided feedback on the items included, providing a means to confirm their validity as the dispositions expected by teachers, administrators and teacher educators of novice teachers. The TLEL Professional Dispositions supplement the Ethics and Integrity Policies and Procedures, which establish the values, principles and standards expected of all students taking courses within the College of Community and Public Affairs (CCPA). Advisors and course instructors should make candidates aware of both policy documents.
According to the TLEL Professional Dispositions, candidates in both initial and advanced programs are expected to:
- Demonstrate a commitment to learning and diversity.
- Build rapport and serve as a strong role model to peers, colleagues and learners.
- Display effective communication skills (oral and written) in all settings.
- Demonstrate professional competence and conduct.
All candidates in initial and advanced programs must receive a rating of "Meets Expectations'' in each area of professional disposition for admission and advancement. Faculty advisors and the TLEL Senior Director of Academic Affairs and Clinical Partnerships will ensure all candidates meet this expectation in coursework by review of program data. Similarly, faculty advisors and the Assistant Director of Clinical Experiences will review feedback on dispositions provided by cooperating teachers and University supervisors. If a teacher candidate receives a rating of "Emerging" or "Does Not Meet Expectations'' rating in a field experience or from a course instructor, he/she may be asked to complete another field experience successfully before advancing in the program and/or before applying for the internship semester. In some instances, failure to meet expectations may lead to dismissal from TLEL programs.
For the full professional dispositions policy, visit the TLEL Resources webpage.
Clinical Education Expectations
Throughout their preparation, candidates from both the initial and advanced preparation programs must complete clinical experiences. These clinical experiences provide candidates with opportunities to apply instructional and leadership techniques learned in coursework in a classroom, school or community setting.
The Clinical Education Office coordinates all early field experiences and internships for initial and advanced preparation programs. The Clinical Education Office collaborates with local schools and community partners to identify meaningful and relevant placements with exceptional mentors, allowing candidates to gain diverse learning experiences in multiple settings.
Candidates from initial preparation programs complete:
- Early field experiences, which provide candidates with clinical practice opportunities which meet New York State Education Department requirements. These experiences may provide opportunities for candidates to work in small groups, offer tutoring during or after school hours, and practice the pedagogical skills developed in coursework. Across TLEL programs, field education is addressed by semester-long, one-day-a-week (or the equivalent) experiences and a full-day, week-long experience.
- A culminating internship, which provides candidates with opportunities to work alongside a cooperating teacher for an extended time period. This allows the candidates to integrate and apply pedagogical skills, gain meaningful feedback and reflect on their teaching practice.
- Note that programs leading to multiple certifications have additional field education requirements.
- Candidates from advanced preparation programs complete:
Advanced field experiences, which focus on the techniques or methods described in coursework. Students in these programs may complete these field experiences within their school or district (if appropriate and approved by administration) or may need additional placements. Students should speak with their program advisor regarding the expectations of their program and appropriate field experience placement. - Internships, which can be completed either alongside a cooperating teacher or in the individual's own classroom or school setting. These extended clinical experiences provide opportunities for demonstrating the professional skills and competencies developed in coursework.
For the full fieldwork policy, please visit the TLEL Field Education webpage.
Field Education Attendance Policy
Candidates, in coordination with their cooperating teacher, establish a field education schedule for each semester. In an emergency, if a candidate cannot attend, the missed day must be rescheduled with their cooperating teacher within three calendar days. Additionally, candidates should contact their University supervisor, advisor and Clinical education office to inform them of their absence(s).
Advancement in certification programs is contingent upon multiple factors including meeting required attendance expectations.
Felony Statement
Candidates should be aware that some states, including New York, may restrict or deny professional licensure for people with felony convictions, misdemeanor convictions or actions taken against them by a professional organization. 香港六合彩资料's Department of Teaching, Learning and Educational Leadership cannot guarantee licensure upon completion of the program.
In addition, candidates in teacher and educational leader preparation programs must complete field experiences, including internships, in schools or other educational settings. For placement into field experiences, candidates are required to provide personal information, fingerprints and may be subject to a criminal background check. Candidates admitted into the program are not guaranteed a field placement or internship placement as schools, districts and other educational settings have the right to refuse placement based on information collected during any background check or from the candidate's own disclosure.
Candidates with such situation(s) should consult the state's certification board and the program coordinator before submitting an application for admission.
Additional Certification Requirements
香港六合彩资料 confers master's degrees, not teacher certification. In New York state, only the State Education Department can grant teacher certification. Teacher certification conveys that the applicant is prepared to teach a particular subject at the prescribed grade level, having fulfilled all education, experience and examination requirements, including knowledge and skills to address state learning standards. 香港六合彩资料 teacher education programs are designed to give students the coursework and field experiences to meet these requirements.
Programs leading to New York state certification in teaching and educational leadership include key assessments to gauge candidate readiness to meet professional standards. These occur throughout a candidates' program during coursework and fieldwork opportunities. A candidate must achieve an adequate score on all required key assessments to continue to progress in their program. If a candidate fails to meet expectations on a key assessment, a plan for improvement may be required or a candidate may be in jeopardy of severance from a program. Additional information regarding key assessments is provided within course syllabi and on the department website.
In some instances, failure to meet expectations in field experiences, on key assessments or with professional dispositions may lead to dismissal from TLEL programs.
TEACH System: Register with TEACH, the system that the New York State Education Department uses to process applications for teacher certification. TEACH also records fulfillment of all other New York state requirements for teacher certification.
Fingerprinting: Submit fingerprints following guidelines established by NYSED.
Workshops: Complete workshops in Child Abuse Identification, School Violence Prevention (Project SAVE) and Dignity for All Students Act (DASA).
New York State Examinations: Pass New York State Teacher Certification Examinations (NYSTCEs) required for certification. It is best to take each examination after completing relevant coursework.
Taskstream: Candidates enrolled in teacher preparation programs in the Department of Teaching, Learning and Educational Leadership, will be required to enroll in Taskstream, a software data management system. Consult the department for more information.
Teaching, Learning and Educational Leadership Programs
The New York State Division of Veterans' Affairs, Bureau of Veterans Education approves education programs for the training of veterans to use veterans' education benefits from the VA. Any veteran wishing to attend 香港六合彩资料's Department of Teaching, Learning and Educational Leadership under the provisions of state and federal laws should contact the Registrar to make an application to use veterans' education benefits. The Registrar is the Certifying Official for the college. Veterans must follow the same procedure for admission that applies to other applicants.
Master of Arts in Teaching (33 to 35 credits)
Adolescence Education, Grades 7-12
Minimum Requirements for Degree:
| Education Courses | Credits |
| SPED 500 Special Education for Content Area Teachers | 3 |
| LTRC 519 Disciplinary Literacy | 3 |
| SEC 500 Foundations of Secondary Education | 3 |
| SEC 502 English as a Second Language for Content Area Teachers | 3 |
| SEC 510 Adolescent Development and Culturally Responsive Practices | 3 |
|
SEC 593 Philosophical and Theoretical Foundations in: A. English B. Social Studies C. Mathematics D. Science E. Romance Languages |
3 |
|
SEC 594 Curriculum and Teaching in: A. English B. Social Studies C. Mathematics D. Science E. Romance Languages |
3 |
| Subject Area Courses* | |
| Graduate-level content course determined with advisor | 3-4 |
| Graduate-level content course determined with advisor | 3-4 |
| Supervised Internship** | |
| SEC 590 Internship in Teaching I | 3 |
| SEC 590 Internship in Teaching II | 3 |
Childhood and Early Childhood Education, Grades PreK-12, Initial Preparation Program
In order to prepare students to understand and respond to children's diverse needs and abilities, there are three pathways toward the master's degree:
1) Childhood, early childhood and literacy.
2) Childhood, early childhood and special education.
3) Childhood, early childhood and TESOL.
Childhood and Early Childhood Education, Grades B-6, Literacy
Minimum Requirements for Degree
| Required Courses | 54 Credits |
| SPED 501 Introduction to Special Education | 3 |
| ELED 502 Child Growth and Development | 3 |
| LTRC 516 Instructional Methods for Teaching Reading and Writing | 3 |
| ERED 501 Developmentally Appropriate Programs for Young Children | 3 |
| ELED 510 Elementary Social Studies Methods | 3 |
| ELED 540 Elementary School Math Methods | 3 |
| ELED 503 Curriculum and Teaching in the Elementary Grades | 3 |
| SPED 529 Instructional Methods and Strategies for Teaching Diverse Learners | 3 |
| LTRC 518 Literacy Assessment and Teaching | 3 |
| ELED 507 Elementary School Science Methods | 3 |
| ERED 590 Internship in Early Childhood Education | 3 |
| ELED 590 Internship in Childhood Education | 3 |
| ELED 591 Childhood Internship Seminar | 3 |
| LTRC 519 Disciplinary Literacy | 3 |
| LTRC 506 Early Language and Emergent Literacy | 3 |
| LTRC 513 Language and Literacy Instruction of ELLs in K-12 Classrooms | 3 |
| LTRC 517 Texts, Tools, and Culture | 3 |
| LTRC 592 Internship in Early Childhood and Elementary Literacy | 3 |
Childhood and Early Childhood Education, Grades B-6, Special Education
Minimum Requirements for Degree
| Required Courses | 54 Credits |
| SPED 501 Introduction to Special Education | 3 |
| ELED 502 Child Growth and Development | 3 |
| LTRC 516 Instructional Methods for Teaching Reading and Writing | 3 |
| ERED 501 Developmentally Appropriate Programs for Young Children | 3 |
| ELED 510 Elementary Social Studies Methods | 3 |
| ELED 540 Elementary School Math Methods | 3 |
| ELED 503 Curriculum and Teaching in the Elementary Grades | 3 |
| SPED 529 Instructional Methods and Strategies for Teaching Diverse Learners | 3 |
| LTRC 506 Early Language and Emergent Literacy | 3 |
| ELED 507 Elementary School Science Methods | 3 |
| ERED 590 Internship in Early Childhood Education | 3 |
| ELED 590 Internship in Childhood Education | 3 |
| ELED 591 Childhood Internship Seminar | 3 |
| SPED 521 Proactive Approaches to Behavior Intervention | 3 |
| SPED 509 Severe Disabilities and Technology | 3 |
| SPED 523 Assessment in Special Education | 3 |
| SPED 522 Collaboration with Families and Staff | 3 |
| SPED 590 Internship & Seminar in Childhood Special Education | 3 |
Childhood and Early Childhood Education, PreK-12, ESOL
Minimum Requirements for Degree
| Required Courses | 54 Credits |
| EDUC 583 Second Language Acquisition | 3 |
| EDUC 584 Method and Assessment for ESL | 3 |
| EDUC 529 Grammar for English Teachers | 3 |
| EDUC 588 Content Based ESL Curriculum & Instruction | 3 |
| EDUC 591 Pre-service Practicum & Seminar/TESOL | 3 |
| LTRC 516 Inst. Methods Tch RDNG & WRTNG | 3 |
| ERED 501 Dev. Programs for Young Child | 3 |
| ELED 510 Elementary Social Studies Methods | 3 |
| ELED 507 Elementary Science Content and Methods | 3 |
| ELED 540 Elementary School Math: Content/Methods | 3 |
| ELED 503 Curriculum & Teaching in the Elementary Grades | 3 |
| LTRC 506 Early Lang & Emergent Lit | 3 |
| LTRC 519 Disciplinary Literacy | 3 |
| ERED 590 Early Childhood Internship | 3 |
| SPED 529 Instructional Methods for Teaching Diverse Learners | 3 |
| ELED 502 Child Growth and Development | 3 |
| ELED 590 Internship in Elementary Education | 3 |
| ELED 591 Childhood Internship Seminar | 3 |
Literacy Education
Three program options are available, corresponding with the age/grade level of the applicant's initial certificate:
- Literacy Education, Birth to Grade 6 (must be eligible or possess initial certification in a classroom teaching title such as early childhood education, childhood education, special education, speech/language, ESL, visual art, music, etc.)
- Literacy Education, Grades 5-12 (must be eligible or possess initial certification in a classroom teaching title such as special education, speech/language, ESL, a grade 7-12 academic subject, visual art, music, etc.)
- Literacy Education, All Grades (must be eligible or possess initial certification in a classroom teaching title such as early childhood education, childhood education, special education, speech/language, ESL, a grade 7-12 academic subject, visual art, music, etc.)
Literacy Education, Birth-Grade 6
Minimum Requirements for Degree
| Required Courses | 30 Credits |
| LTRC 515 Current Research, Theory, and Practice in Literacy Instruction | 3 |
| LTRC 517 Texts, Tools, and Culture | 3 |
| LTRC 518 Literacy Assessment and Teaching | 3 |
| LTRC 592 Internship in Early Childhood and Elementary Literacy | 3 |
| LTRC 594 Seminar in Literacy | 3 |
| LTRC 516 Instructional Methods for Teaching, Reading, and Writing | 3 |
| LTRC 519 Disciplinary Literacy | 3 |
| LTRC 522 Administration, Organization, and Supervision of Literacy Programs | 3 |
| LTRC 506 Early Language and Emergent Literacy | 3 |
| LTRC 513 Language Acquisition and Literacy Instruction for English Language | 3 |
| Learners in K-12 Classrooms |
Literacy Education, Grades 5-12
Minimum Requirements for Degree
| Required Courses | 30 Credits |
| LTRC 515 Current Research, Theory, and Practice in Literacy Instruction | 3 |
| LTRC 517 Texts, Tools, and Culture | 3 |
| LTRC 521 Literacy Assessment and Instruction for Secondary Students | 3 |
| LTRC 519 Disciplinary Literacy | 3 |
| LTRC 593 Internship in Secondary Literacy | 3 |
| LTRC 594 Seminar in Literacy | 3 |
| LTRC 516 Instructional Methods for Teaching, Reading, and Writing | 3 |
| LTRC 522 Administration, Organization, and Supervision of Literacy Programs | 3 |
| LTRC 506 Early Language and Emergent Literacy | 3 |
| LTRC 513 Language Acquisition and Literacy Instruction for English | 3 |
| Language Learners in K-12 Classrooms |
Literacy Education, All Grades
Minimum Requirements for Degree
| Required Courses | 30 Credits |
| LTRC 506 Early Language and Emergent Literacy | 3 |
| LTRC 513 Language Acquisition and Literacy Instruction for English Language Learners in K-12 Classrooms | 3 |
| LTRC 515 Current Research, Theory, and Practice in Literacy Instruction | 3 |
| LTRC 517 Texts, Tools, and Culture | 3 |
| LTRC 518 Literacy Assessment and Teaching | 3 |
| LTRC 519 Disciplinary Literacy | 3 |
| LTRC 592 Internship in Early Childhood and Elementary Literacy | 3 |
| LTRC 594 Seminar in Literacy | 3 |
| LTRC 516 Instructional Methods for Teaching Reading and Writing | 3 |
| LTRC 522 Administration, Organization, and Supervision of Literacy Programs | 3 |
Special Education
Four program options are available, corresponding with the age/grade level of the applicant's initial certificate:
- Early Childhood Special Education - Birth to Grade 2 (requires initial certification in Early Childhood Education)
- Early Childhood and Childhood Special Education - Birth to Grade 6 (requires initial certification in Early Childhood and Childhood Education)
- Childhood Special Education - Grades 1 to 6 (requires initial certification in Childhood Education)
- Adolescence Special Education - Grades 7 to 12 (requires initial certification in a Secondary Content Area)
Special Education, Early Childhood (Birth to Grade 2)
Minimum Requirements for Degree
| Prerequisite | |
| SPED 501 Introduction to Special Education (or equivalent) | |
| Required Courses | 30 Credits |
| SPED 504 Educational Programs for Young Children with Disabilities | 3 |
| SPED 506 Early Language and Emergent Literacy | 3 |
| SPED 521 Proactive Approaches to Behavior Management | 3 |
| SPED 522 Collaboration with Families and Staff | 3 |
| SPED 523 Assessment in Special Education | 3 |
| SPED 528 Special Education Technology | 3 |
| SPED 564 Educating Students with Severe Disabilities | 3 |
| SPED 594 Internship in Special Education | 3 |
| SPED 595 Seminar in Special Education | 3 |
|
SPED 520 Special Education Research Methods and Analysis OR EDUC 541 Applied Research Techniques |
3 |
Special Education, Early Childhood and Childhood (Birth to Grade 6)
Minimum Requirements for Degree
| Prerequisite | |
| SPED 501 Introduction to Special Education (or equivalent) | |
| Required Courses | 36 Credits |
| SPED 504 Educational Programs for Young Children with Disabilities | 3 |
| SPED 506 Early Language and Emergent Literacy | 3 |
| SPED 521 Proactive Approaches to Behavior Management | 3 |
| SPED 522 Collaboration with Families and Staff | 3 |
| SPED 523 Assessment in Special Education | 3 |
| SPED 528 Special Education Technology | 3 |
| SPED 541 Instructional Approaches for Inclusive Elementary Classrooms | 3 |
| SPED 564 Educating Students with Severe Disabilities | 3 |
| SPED 594 Internship in Special Education | 3 |
| SPED 595 Seminar in Special Education | 3 |
|
LTRC 515 Current Research, Theory, and Practice in Literacy Instruction OR LTRC 518/SPED 507 Literacy Assessment and Teaching |
3 |
|
SPED 520 Special Education Research Methods and Analysis OR EDUC 541 Applied Research Techniques |
3 |
Special Education, Childhood (Grades 1 to 6)
Minimum Requirements for Degree
| Prerequisite | |
| SPED 501 Introduction to Special Education (or equivalent) | |
| Required Courses | 30 Credits |
| SPED 521 Proactive Approaches to Behavior Management | 3 |
| SPED 522 Collaboration with Families and Staff | 3 |
| SPED 523 Assessment in Special Education | 3 |
| SPED 528 Special Education Technology | 3 |
| SPED 541 Instructional Approaches for Inclusive Elementary Classrooms | 3 |
| SPED 564 Educating Students with Severe Disabilities | 3 |
| SPED 594 Internship in Special Education | 3 |
| SPED 595 Seminar in Special Education | 3 |
|
LTRC 515 Current Research, Theory and Practice in Literacy Instruction OR LTRC 518/SPED 507 Literacy Assessment and Teaching |
3 |
|
SPED 520 Special Education Research Methods and Analysis OR EDUC 541 Applied Research Techniques |
3 |
Special Education, Adolescence (Grades 7 to 12)
Minimum Requirements for Degree
| Prerequisite | |
| SPED 500 Special Education for Content Area Teachers (or equivalent) | |
| Required Courses | 30 Credits |
| SPED 521 Proactive Approaches to Behavior Management | 3 |
| SPED 522 Collaboration with Families and Staff | 3 |
| SPED 523 Assessment in Special Education | 3 |
| SPED 526 Instruction and Assessment for Adolescence Special Education | 3 |
| SPED 528 Special Education Technology | 3 |
| SPED 564 Educating Students with Severe Disabilities | 3 |
| SPED 594 Internship in Special Education | 3 |
| SPED 595 Seminar in Special Education | 3 |
| LTRC 521/SPED 527 Literacy Assessment and Instruction for Secondary Students | 3 |
|
SPED 520 Special Education Research Methods and Analysis OR EDUC 541 Applied Research Techniques |
3 |
Advanced Certificate in Adolescence Special Education (Grades 7 to 12)
Minimum Requirements for Degree
| Prerequisite | |
| SPED 500 Special Education for Content Area Teachers (or equivalent) | |
| Required Courses | 21 Credits |
| SPED 521 Proactive Approaches to Behavior Management | 3 |
| SPED 522 Collaboration with Families and Staff | 3 |
| SPED 523 Assessment in Special Education | 3 |
| SPED 526 Instruction and Assessment for Adolescence Special Education | 3 |
| SPED 594 Internship in Special Education | 3 |
| SPED 595 Seminar in Special Education | 3 |
| LTRC 521/SPED 527 Literacy Assessment and Instruction for Secondary Students | 3 |
TESOL (MA/MSEd/Advanced Certificate in ESOL/ESOL: CR ITI, Grades Pre K-12)
The TESOL program offers the Master of Arts (MA) and the Master of Science in Education (MSEd) degrees, as well as the Advanced Certificate in TESOL/ESOL: CR ITI.
The MA TESOL (33 credits) enables graduates to teach in English as a Second/Foreign Language (ESL/EFL) programs on college campuses or in other English programs across the globe. This track is also suitable for international students who wish to be involved in English education around the world, such as ESL/ELI programs in higher education or other intensive English programs. Note: The MA in TESOL does not lead to New York state teacher certification.
The MSEd TESOL (33 credits) is designed for those already possessing (or about to possess) New York state teacher certification and who are looking to teach English as a New Language (ENL) in pre K-12 settings. This program does lead to NYS certification, provided the candidate has completed the prerequisite language requirements.
The advanced certificate in TESOL/ESOL: CR ITI (15 credits) is designed for certified K-12 teachers who are seeking additional New York state certification in ESOL (English to Speakers of Other Languages).
Minimum Requirements for Degree
| Required Courses | 15 or 33 Credits |
| *EDUC 583 Second Language Acquisition | 3 |
| *EDUC 584 Curriculum, Methods, and Assessment for ELLs | 3 |
| *EDUC 588 Content-based ESL Curriculum and Instruction | 3 |
| *EDUC 529 Grammar for English Teachers | 3 |
| *EDUC 591 Internship in TESOL | 3 |
| EDUC 504 Foundations of Bilingual & Multilingual Education | 3 |
|
EDUC 580D Special Topics in TESOL (for the MA) OR LTRC 518 Literacy Assessment and Teaching (for the MSEd) |
3 |
| EDUC 581 Linguistics for Teachers of ELLs | 3 |
| EDUC 585 Global Contexts for TESOL, Sociolinguistic Approaches | 3 |
| EDUC 587 L2 Reading, Writing, & Technology | 3 |
| EDUC 595 TESOL Capstone Project or Thesis |
*Requirements for Advanced Certificate in TESOL/TESOL: CR ITI are: EDUC Z583, EDUC Z584, EDUC Z588, EDUC Z529 and EDUC Z591
Master of Science (MS) in Educational Studies
This program is designed for three groups of students:
- Those who work in non-teaching but education-related professions.
- International students seeking to learn about educational systems in the United States.
- Teachers with a certification or qualification to teach in a subject area not offered at 香港六合彩资料, who need to fulfill the New York state requirement for a related master's degree for a permanent teaching certificate.
Minimum Requirements for Degree
The student must take coursework in each of three educational areas: foundations, teaching and learning, and research. These examples are illustrative, not exhaustive. Other courses would be appropriate as determined by the student's advisor. For students participating in the Community Schools concentration, there is an option for a fully online program.
| Required Courses (without Community Schools Concentration) | 30 Credits |
| Foundations of Education 1 | 3 |
| Foundations of Education 2 | 3 |
| Teaching and Learning 1 | 3 |
| Teaching and Learning 2 | 3 |
| Research in Education | 3 |
| Education Elective 1 | 3 |
| Education Elective 2 | 3 |
| Elective 1 (in any field) | 3 |
| Elective 2 (in any field) | 3 |
| Elective 3 (in any field) | 3 |
Master of Science (MS) in Educational Studies with Community Schools Concentration
This program is designed for two groups of students:
- Those interested in a master鈥檚 degree in education but not seeking teacher certification.
- Teaching social service, health, or other professionals who desire preparation in education and wish to work in Community Schools (integrated systems of support) or with agencies associated with the Community Schools strategy.
Minimum Requirements for Degree
The student must take coursework in each of three educational areas: foundations, teaching and learning, and research. These examples are illustrative, not exhaustive. Other courses would be appropriate as determined by the student's advisor. For students participating in the Community Schools concentration, there is an option for a fully online program.
| Required Courses (with Community Schools Concentration) | 30 Credits |
| CSC 501 Fundamentals of Whole Child PK-12 Education | 3 |
| CSC 502 Structural Elements of a Community School | 3 |
| CSC 503 Community School Programs | 3 |
| CSC 504 Whole School Strategies in a Community School | 3 |
| CSC 505 Capstone/Internship Final Project | 3 |
| EDUC 541 | 3 |
| Education Elective 1 | 3 |
| Education Elective 2 | 3 |
| Elective 1 (in any field) | 3 |
| Elective 2 (in any field) | 3 |
A culminating capstone paper/project is typically completed in the final semester of study. Some examples of capstone papers/projects include: a formal research paper on a major educational issue, a research report of a field-based study, or a reflective portfolio of teaching and curricular materials. For students completing the Community Schools concentration, the capstone will be completed during CSC 505: Capstone Internship/Final Project.
The student, in consultation with the capstone supervisor, will determine the focus and scope of the paper or project. The capstone supervisor should be a Department of Teaching, Learning, and Educational Leadership faculty member familiar with or interested in the student's research or curricular area. The supervisor is not necessarily the student's program advisor.
Advanced Certificate in Community Schools
香港六合彩资料's online advanced certificate program in community schools is designed for school professionals from across disciplines, community-based service providers, or anyone seeking a role or profession that makes meaningful, measurable improvements in lives and communities.
Minimum Requirements for Advanced Certificate
| Required Courses | 15 Credits |
| CSC 501 Fundamental of Whole Child PK-12 Education | 3 |
| CSC 502 Structural Elements of a Community School | 3 |
| CSC 503 Community School Programs | 3 |
| CSC 504 Whole School Strategies in a Community School | 3 |
| CSC 505 Capstone/Internship Final Project | 3 |
Certificate of Advanced Study in Educational Leadership
The certificate of advanced study (CAS) in educational leadership prepares prospective educational leaders to serve in PreK-12 schools and school districts. The program is designed for part-time, post-master's students who work full-time as teachers or other kinds of educational professionals in elementary and secondary schools. Successful completion of this coursework and other requirements will permit 香港六合彩资料 to recommend qualified students to the State Education Department for either or both New York state administrative certifications: School Building Leader (SBL-Initial), and/or School District Leader (SDL-Professional).
Minimum Requirements for Certificate of Advanced Study
| Required Courses | 30 Credits |
| EDUC 606 Curriculum Leadership | 3 |
| EDUC 607 School Law and Ethics | 3 |
| EDUC 608 School and Finance and Business Operations | 3 |
| EDUC 609 Assessment for Student Learning and School Improvement | 3 |
| EDUC 610 Collaboration with Diverse Stakeholders | 3 |
| EDUC 611 Special Program Leadership | 3 |
| EDUC 672 Processes of Supervision and Professional Development | 3 |
| EDUC 673 Leadership in Educational Settings | 3 |
| EDUC 675 Planning and Policy Development in Education | 3 |
| EDUC 692 Internship and Seminar | 3 |
The Educational Leadership program requires students to pass the New York state School District Assessments and to develop a Personal Plan for Self-Improvement and Continuous Learning (completed during EDUC 692), consistent with current New York state standards.
Doctorate of Education (EdD) in Educational Theory, Research and Practice
Minimum Requirements for Degree
| Education Core Courses | 12 Credits |
| EDUC 600 Introductory Seminar in Doctoral Studies | 3 |
| EDUC 601 Educational Theory and Philosophy | 3 |
| EDUC 603 Theories and Research in Teaching, Learning, and Schooling | 3 |
| EDUC 605 Race, Class, and Social Justice in Education | 3 |
| Research Courses | 9 Credits |
| EDUC 620 Research Process in Education | 3 |
| EDUC 621 Seminar in Quantitative Research | 3 |
| EDUC 622 Seminar in Qualitative Research | 3 |
| Elective Courses | 15 Credits |
Students are required to complete a minimum of 15 credits of elective courses. In consultation with the student's advisor, these requirements must include one advanced research course. The remainder of credits may be fulfilled by any combination of approved graduate courses in the Department of Teaching, Learning and Educational Leadership and/or graduate courses in other departments at the University.
Comprehensive Examination
The comprehensive examination is a major milestone in doctoral education; it marks the shift from doctoral student to doctoral candidate, demonstrating that students have acquired specialized knowledge in educational theory, research and practice, and have developed the expertise necessary to undertake advanced-level dissertation work. The comprehensive examination will take place only after students complete all of their coursework. Upon successfully passing the comprehensive examination, students are officially advanced to doctoral candidacy. See the department website and the Doctoral Handbook for more information on the comprehensive examination.
Dissertation
Upon advancement to candidacy for a doctoral degree, the doctoral candidate forms a dissertation committee, in consultation with the dissertation chair/advisor, and consisting of at least three faculty members. The dissertation establishes the candidate as an independent scholar in the candidate's area of expertise. In addition to the chair and committee members, the dissertation committee must also include an outside examiner.
On the approval of the dissertation by the committee, the candidate is required to defend it in an oral examination.
List of Faculty
Addendum: Revised to include Literacy Education, All Grades; 8/17/2023.
Updated Literacy Education, All Grades total credit hours to 30; 10/25/2023.
Updated TESOL/TESOL: CR ITI courses to Z courses; 10/30/2023