Childhood Education (1-6) Preparation, MS

Contacts

Sharon Dotger, Faculty Director of Teacher Education and Undergraduate Studies, 315-443-9138, sdotger@syr.edu

Christine Ashby, ceashby@syr.edu

George Theoharis, gtheohar@syr.edu

Faculty

Jill Christian-Lynch, Sharon Dotger, Beth Ferri, Nicole Fonger, Duane Graysay, Bong Gee Jang, Jeff Mangram, Joanna Masingila,

Description

This program leads to certification to teach grades 1-6. A bachelor’s degrees in appropriate fields other than education is required. The primary goal of the program is to prepare teachers to work effectively with children in elementary schools. It meets the academic requirements for New York State Childhood 1-6 teacher certificate. Students may also find that many other states give some reciprocity to this program.

The program draws upon the expertise and scholarship of faculty members who are leaders in the fields of elementary education, literacy, math, science, inclusive education, culturally responsive education, and other related disciplines. It has a long-standing history of providing training that infuses clinical practice with current research. We have developed strong relationships with local school districts where students will have a variety of field experiences, including substantial placements in both fall and spring.

The program begins in the first summer session (May) and requires full-time study for 14-16 months. Students benefit by going through program courses with a cohort of other Childhood Education students. Revision to the sequence of program courses is under discussion.

Student Learning Outcomes

Acquire knowledge of each student, and demonstrate knowledge of student development and learning to promote achievement for all students
Know the content they are responsible for teaching, and plan instruction that ensures growth and achievement for all students
Implement instruction that engages and challenges all students to meet or exceed the learning standards
Work with all students to create a dynamic learning environment that supports achievement and growth
Use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction
Demonstrate professional responsibility and engage relevant stakeholders to maximize student growth, development, and learning
Set informed goals and strive for continuous professional growth

MS/Childhood Education/Preparation Program Courses

DSP 614 - Critical Issues in Dis/Ability and Inclusion 3 credit(s)
EDU 508 - Student Teaching 2-15 credit(s) (9 credits required)
Two-three different field placement sites: one in grades 1-3; one in grades 4-6
EDU 606 - Understanding Learning and Teaching 4 credit(s)
EED 601 - Strategies for Inclusive Education I 2 credit(s)
EED 621 - Elementary Mathematics Methods and Curriculum I 2 credit(s)
EED 622 - Elementary Mathematics Methods and Curriculum II 1 credit(s)
EED 624 - Elementary Language Arts Methods and Curriculum 3 credit(s)
EED 625 - Elementary Reading Methods and Curriculum 3 credit(s)
EDU 636 - Social Studies Methods and Curriculum 3 credit(s)
EDU 637 - Science Methods and Curriculum 3 credit(s)
EED 640 - Participation in the Professional Development School 0-1 credit(s) (2 credits total required)
SPE 612 - Adapting Instruction for Diverse Student Needs 3 credit(s)

Total Credits: 38

Childhood Education (1-6) Preparation Content Requirements

In addition to the graduate courses listed above, this program requires an undergraduate degree in a liberal arts content core or 30 credit hours in one or more of the liberal arts and sciences. In addition, they must have six credits in English (three of which must be in writing), six credits of Mathematics, six credits in the Natural Sciences, and six credits in the Social Science (three of which must be in history), where appropriate these English, Mathematics, Science or Social Sciences may overlap with the liberal arts content core. Typically, a 3.0 average in these courses is required.

It is expected that students will enter the program with most of these requirements completed. Students who do not complete all of the requirements cannot be recommended for certification.

Also Required:

Workshops in violence prevention, child abuse and abduction, substance abuse, the Dignity for All Students Act (DASA), and school and fire safety.

As a culminating experience, students complete a portfolio demonstrating evidence of professional competence.