Master of Arts in Teaching (MAT)

Transcription

1 Master of Arts in Teaching (MAT)

2 Monmouth University School of Education Master of Arts in Teaching Department of Curriculum and Instruction Dr. Wendy Harriott, Chair and MAT Program Director Sarah Moore, Graduate Program Advisor Cynthia Bell, Office Coordinator (732) Dean s Office Dr. Lynn Romeo, Dean lromeo@monmouth.edu (732) Jason Barr, Associate Dean jbarr@monmouth.edu Kathleen O Donnell, Assistant to the Dean kodonnel@monmouth.edu (732) Patti DeAngelis, Secretary pdeangel@monmouth.edu (732) Certification, Field Placements and School Partnerships Patricia Heaney, Director of Field Placements pheaney@monmouth.edu (732) Marta Jahn, Coordinator of Early Field Placements mjahn@monmouth.edu (732) Christine Borlan, Credential Officer cborlan@monmouth.edu (732) Renee Bell, Secretary rcbell@monmouth.edu (732) Gil Eckert, Assessment Project Coordinator geckert@monmouth.edu 2

3 Table of Contents Welcome Letter 4 Monmouth University Mission Statement 5 School of Education Candidate Proficiencies 5-6 Core Program Assessments 7-10 Curriculum Charts Course Descriptions Program Field and Clinical Experiences 22 Field Placement Application Process Teacher Candidate Testing Requirements Admission to Student Teaching Experience 28 Student Teaching Placement Lesson Plan Template 31 Professionalism 32 APA Style Requirements Electronic Portfolio 34 Ecampus 35 Using e-forms Procedures for Graduation 38 New Jersey Professional Standards for Teachers Core Curriculum Content Standards 49 Specialty Professional Association Standards Program Checklist 85 MAT Test Requirement Confirmation Form 86 3

4 Dear MAT students, Welcome to the Master of Arts in Teaching (MAT) program and the beginning of a new professional career. Recently, the MAT program underwent a substantial and formative review process; and as a result has earned the highest national recognition for teacher preparation programs, provisional accreditation by the National Council for Accreditation of Teacher Education (NCATE). Please review this handbook carefully as it will be a useful resource for you to review the tools, requirements and assessments the program will use to gauge your academic and professional growth. This program marks the beginning of a demanding experience aimed at preparing you to be the best in the teaching profession so that your future students will be successful. I am proud to welcome you into one of the noblest professions and look forward to your attainment of the title "teacher." Dr. Wendy Harriott Curriculum and Instruction Department Chair, MAT Program Director 4

5 Mission Statement The School of Education s mission is to be a leader in the preparation of highly competent, reflective teachers, and other professional educators (e.g., administrators, counselors, and reading specialists) who have the knowledge, 21st-Century skills, and dispositions required to improve the teaching and learning of students in a highly pluralistic democratic society. Toward this end, our candidates are prepared to serve all students from diverse backgrounds in terms of abilities, age, culture, race, ethnicity, family, lifestyle, and socioeconomic status. Through clinically based field experiences in a wide range of local school and community settings, our candidates practice and demonstrate the utilization of 21stcentury skills in their work with students, teachers, and school leaders. Our goal is that candidates use their thorough knowledge of learners and learning to promote positive student outcomes and achievement. Our programs link theory and practice and are designed to instill a commitment to lifelong learning and reflection. School of Education Conceptual Framework Candidates Proficiency All School of Education credential programs have been aligned with Specialized Professional Association (SPA) standards and the following list of candidate proficiencies are aligned with the New Jersey Professional Teaching Standards. Initial and advanced programs in the School are designed to ensure candidates develop the following professional knowledge, skills, and competencies. 1. Demonstrate an understanding of the foundational knowledge of their discipline/professional field and apply this knowledge in their professional practice to enhance student performance. 2. Make connections among and across various disciplinary perspectives and integrate knowledge of other disciplines into specific instructional/professional 5

6 practice. 3. Demonstrate an understanding of the principles of human development and the importance of individual differences in learning at various developmental stages and use this knowledge to create a supportive learning environment. 4. Develop a variety of instructional/professional strategies that are based on research-based best practices and promote student learning. 5. Understand how various factors (e.g., social, political, economic, cultural, ethnic, linguistic, etc.) impact education, and use this knowledge to develop strategies to create equitable and inclusive educational learning environments that address the needs of diverse learners and promote educational equity. 6. Demonstrate an understanding of the general goals and professional standards of one s professional field (e.g., counseling, educational leadership, teaching) and integrate these frameworks into planning and professional practice. 7. Use professional standards and goals to evaluate, select, design, and adapt resources including, but not limited to, print; non-print; and technological tools to promote student learning. 8. Utilize effective communication skills in the classroom/professional practice including verbal and non-verbal techniques, technology, and the media. 9. Demonstrate an understanding of assessment as an on-going process and utilize multiple forms of assessment that are age-and level-appropriate by implementing purposeful measures that are aligned with standards and established learner outcomes. 10. Analyze and reflect on the results of assessments to: evaluate students strengths and weaknesses; make decisions regarding future teaching/practice; communicate the results of performance to all stakeholders; provide opportunity for discussion with the community members, including families and professionals, to support student learning 11. Develop dispositions that demonstrate a commitment to ethical standards and practices of the profession and act as advocates for students, colleagues, and members of the community to promote student learning and educational equity. 12. Engage in professional development opportunities and collaboration with all available partners that promote content knowledge proficiency, self-reflection on instructional/professional practice, and learning/growth in the people they serve. 6

7 Core Program Assessments During the time you are enrolled in the MAT Program at Monmouth University, you will be completing the following core assessments that are appropriate for your specific program. The table below outlines these core assessments as well as when they are completed during the program. Program SPA Assessment Course ACEI Praxis II Interdisciplinary resource unit Practice TWS Student Teaching Final Evaluation Teacher Work Sample Content Literacy Theme Project Web Quest Project Math Lesson Plan P-3 Early Childhood Certification with Elementary K-6 Certification Elementary K-6 Certification NAEYC ACEI Exam Reflective Inquiry/Online Dialoguing Language Development Project Early Childhood Reading and Writing Assessment and Teaching Evaluation Early Childhood Instruction and Assessment Project Parent Workshop Project Early Childhood Observation Project The Family Interview Project Praxis II Interdisciplinary Resource Unit Practice TWS Student Teaching Final Evaluation Teacher Work Sample Content Literacy Theme Project Web Quest Project Math Lesson Plan Prior to Student Teaching ED 562 ED 576 ED 593/594 ED 593/594 EDL 575 EDL 575 ED 556 End of program EDL 502 EDL 522 EDL 522 EDL 560 EDL 521 EDL 502 EDL 521 Prior to Student Teaching ED 562 ED 576 ED 593/594 ED 593/594 EDL 575 EDL 575 ED 556 Elementary K-6 Certification with Endorsement in Teacher of Students with Disabilities ACEI CEC Praxis II Interdisciplinary Resource Unit Practice TWS Student Teaching Final Evaluation Teacher Work Sample Content Literacy Theme Project Web Quest Project Math Lesson Plan Foundational Knowledge of Special Education Examination/Philosophy Reflection Journal Technology Integration in the Curriculum Response to Intervention Project Individualized Programming and 7 Prior to Student Teaching ED 562 ED 576 ED 593/594 ED 593/594 EDL 575 EDL 575 ED 556 EDS 500 EDS 534 EDS 535 OL EDS 572

8 Elementary with Subject Specialization (5-8) Subject Endorsement: Art Education Subject Endorsement: Music Education Subject Endorsement: Foreign Language Education: Spanish Subject Endorsement: English Education ACEI AMLE NAEA NAfME ACTFL NCTE Instructional Intervention Project Classroom and Teaching Needs Assessment Project Functional Behavioral Analysis Project Transition Planning & Resources Project Praxis II Interdisciplinary Resource Unit Practice TWS Student Teaching Final Evaluation Teacher Work Sample Content Literacy Theme Project Web Quest Project Math Lesson Plan Praxis II Middle School Interdisciplinary Resource Unit Lesson Planning Student Teaching Final Evaluation Teacher Work Sample Case Study Content Literacy Theme Project Web Quest Project Praxis II Resource Packet Lesson Plan Student Teaching Final Evaluation Teacher Work Sample Literacy Theme Project Non-print Media Research Project Optional Praxis II Resource Packet Lesson plan Student Teaching Final Evaluation Teacher Work Sample Literacy theme project Non-print Media Research Project Optional Praxis II (Spanish only) or Exam Linguistic Analysis of Spanish Language Lesson Plan Student Teaching Final Evaluation Teacher Work Sample Oral Proficiency Interview Case Study Field-based Professional Development Plan Praxis II Literary Theme Resource Project EDS 552 EDL 515 OL EDS 534 EDS 537OL Prior to Student Teaching ED 562 ED 576 ED 593/594 ED 593/594 EDL 575 EDL 575 ED 556 Prior to Student Teaching ED 528 Methods I course ED 593/594 ED 593/594 ED 528 EDL 575 EDL 575 Prior to Student Teaching ED 587 ED 587 ED 593/594 ED 593/594 ED 529 ED 529 Prior to Student Teaching ED 587 ED 587 ED 593/594 ED 593/594 ED 529 ED 529 Prior to Student Teaching FO 599 ED 582 ED 593/594 ED 593/594 Prior to Student Teaching. ED 582 FO 599 Prior to Student Teaching ED 585 8

9 Subject Endorsement: Math Education Subject Endorsement: Science Education Subject Endorsement: Social Studies Education Subject Endorsement: Health and Physical Education NCTM NSTA NCSS AAHPERD (AAHE) (NASPE) ESL Endorsement TESOL Grades Position Paper Unit Plan Teacher of Students with Disabilities Endorsement only CEC Lesson Planning Student Teaching Final Evaluation Teacher Work Sample Mini Lesson Project Content Literacy Theme Project Non-print Media Research Project Praxis II Midterm and Final Exam in Secondary Math Methods Courses Lesson Plans Student Teaching Final Evaluation Teacher Work Sample Disposition Survey Resource Unit Case Study Praxis II GPA Scores in Science Courses Pre Student Teaching TWS Student Teaching Final Evaluation Teacher Work Sample Safety Test Case Study Resource Units Praxis II Content Grades Social Studies Lesson Plans Student Teaching Final Evaluation Teacher Work Sample Social Studies Unit Plan (Mini TWS) Technology & Society Resource Unit Praxis II (Assessment to be determined) (Assessment to be determined) Student Teaching Final Evaluation Teacher Work Sample (Assessment to be determined) Evaluation of Fieldwork TWS from the Field Professional Development Plan Assessment Plan Project Resource Packet Foundational Knowledge of Special Education Examination/Philosophy Reflection Journal ED 578 ED 593/594 ED 593/594 ED 578 ED 529 ED 529 Prior to Student Teaching ED 564/ ED 565 ED 565 ED 593/594 ED 593/594 ED 564/565 ED 564/565 ED 564 Prior to Student Teaching End of Science Methods Courses ED 593/594 ED 593/594 ED 566 ED 567 ED 567 Prior to Student Teaching Content Specific Courses ED 579/580 ED 593/594 ED 593/594 ED 579/580 ED 579/580 Prior to Student Teaching ED 593/594 ED 593/594 EN563, ED 606 ED583/584/575/529 ED 583 ED 583 ED 584 ED 584 ED 584 ED 583 ED 584 EDS 500 EDS 534 9

10 Technology Integration in the Curriculum Response to Intervention Project Individualized Programming and Instructional Intervention Project Classroom and Teaching Needs Assessment Project Functional Behavioral Analysis Project Transition Planning & Resources Project EDS 535 OL EDS 572 EDS 552 EDL 515 OL EDS 534 EDS 537OL Transfer Credits: If you are transferring credits into the MAT (9 credits maximum), you are still responsible for completing the eight core assessments even if one or more of them take place in a course that you transferred. Please see your advisor to develop a process for completing the assessments. 10

11 Curriculum Charts Effective July 2013: The New Jersey Department of Education (NJDOE) changed the authorization of the current elementary school teacher endorsement from K-5 to K-6. This change is intended to create a larger pool of sixth grade elementary school teachers who can teach in school districts and schools that are configured with self-contained sixth grade classrooms, rather than force such districts and schools to convert to a more costly departmentalized sixth grade. This change is not reflected in the following curriculum charts to date. Please be advised that the Praxis II requirements shown on the individual curriculum charts are subject to change at the direction of the New Jersey Department of Education. You must consult with your MAT Program Advisor for the most current testing information. MAT - Initial Certification - Elementary and Middle School Endorsement (K-5 Certification with Content Specialization Endorsement 5-8) MAT - Initial Certification - Elementary Track (K-5 Elementary Certification) MAT - Initial Certification - Elementary Track (K-5 Elementary Certification) with Endorsement in English as a Second Language MAT - Initial Certification - Elementary Track (K-5 Elementary Certification) with Endorsement in Teacher of Students with Disabilities MAT - Initial Certification - K-12 (Certfication K-12 Track and Subject Endorsement) K-12 Certification in Art or Music MAT - Initial Certification - K-12 (Certification K-12 Track and Subject Endorsement) K-12 Certification in Spanish or Chinese MAT - Initial Certification - K-12 (Certification K-12 Track and Subject Endorsement) K-12 Certification in Spanish or Chinese - with Endorsement in ESL MAT - Initial Certification - K-12 (Certification K-12 Track and Subject Endorsement) K-12 Certification in: Health and Physical Education MAT - Initial Certification - Secondary Track (9-12 Certification and Subject Endorsement) MAT - Initial Certification - Secondary Track (9-12 Certification and Subject Endorsement) with Endorsement in English as a Second Language MAT - Initial Certification - Secondary Track (9-12 Certification and Subject Endorsement) with Endorsement in Teacher of Students with Disabilities MAT- Initial Certification - Early Childhood Elementary Track (P-3 Early Childhood Certification with Elementary K-5 Certification) 11

12 English as a Second Language (ESL) Endorsement Endorsement Chart Course Course Description Credits EN 563 Language and Linguistics 3.0 ED 606 Diversity in Education 3.0 EDL 575 Methods of Teaching Language Arts and Content Literacy at the Elementary Level or ED 529 Content Literacy ED 550 Teaching Diverse Populations 3.0 ED 583 Theories and Practice of ESL Instruction, Part I 3.0 ED 584 Theories and Practice of ESL Instruction, Part II 3.0 Total Credits 18.0 NOTE: As part of the ESL certification process, the New Jersey State Department of Education requires applicants to take the English Oral Proficiency Interview (OPI) and the Writing Proficiency Test (WPT). Contact Language Testing International Center ( The Monmouth University School of Education requires a copy of the proficiency certificate for both the OPI and WPT prio to student teaching. 3.0 Endorsement Chart Bilingual/Bicultural Endorsement Program Course Course Description Credits EN 563 Language and Linguistics 3.0 ED 606 Diversity in Education 3.0 ED 550 Teaching Diverse Populations 3.0 ED 583 Theories and Practice of ESL Instruction, Part I 3.0 ED 584 Theories and Practice of ESL Instruction, Part II 3.0 ED 586 Bilingual Education: Theories and Practice 3.0 Total Credits 12.0 NOTE: As part of the Bilingual/Bicultural certification process, the New Jersey State Department of Education requires applicants to take the Oral Proficiency Interview (OPI) and the Writing Proficiency Test (WPT) in both English and the target language. Contact the Language Testing International Center ( The Monmouth University School of Education requires copies of the proficiency certificates. 12

13 Course Descriptions Elementary Certification Core Courses ED 510 Foundations of Education Cr. 3.0 An introduction to education in the United States. Principles and practice for instructional delivery are presented. The history of education and philosophical and social perspectives related to educational practice are explored. Contemporary issues and controversies in American education are highlighted. Fieldwork hours required for Education majors. ED 552 Child and Adolescent Development Cr. 3.0 Psychological, sociological and physiological development related to academic functioning of child and adolescent. Learning theories studied and related to current educational concerns in this age group. For Education majors only. ED 550 Teaching Diverse Populations Cr. 3.0 Addresses two issues in today's field of education: ESL students in mainstream classrooms and students with special needs in inclusion classrooms. The relevant topics will be explored from a multicultural perspective to provide teacher candidates with a theoretical foundation, an understanding of their legal responsibility, and an opportunity to design instruction addressing various needs of diverse students in an inclusive setting. Fieldwork is required. Prerequisite: Education 510. EDL 503 Literacy Instruction Cr. 3.0 Content focuses on principles, methods, and materials applicable to teaching, reading, and writing to the beginning and skilled reader. Topics will include current approaches for developing literacy within a diverse population of learners. Comprehension, content, and vocabulary strategies are presented. The writing process and writer s workshop are explored. Prepares students for participation in school-based experience. ED 556 Teaching Elementary Mathematics Cr. 3.0 This course provides elementary teacher candidates with a modern vision of elementary mathematics and beyond. Candidates will learn to create a math classroom where students of diverse backgrounds and abilities can construct a conceptual as well as a procedural understanding of mathematics. Prerequisites: ED 510, 550, and 552 ED 562 Methods of Teaching Science at the Elementary Level Cr. 3.0 The intent of this course is to provide an integrated perspective of teaching science at the elementary level. This perspective will allow future elementary teachers to understand how foundational science concepts should be taught. It will allow future elementary teachers to appreciate the developmental needs of early learners and the corresponding pedagogy utilized. This course will be predominantly hands-on, interrelated to the national and New Jersey Science Core Curriculum Content Standards, providing useable materials adapted to each student s needs. Prerequisites: ED 510, 550, and

14 EDL 575 Methods of Teaching Language Arts and Content Literacy at the Elementary Level Cr. 3.0 The course is designed to provide candidates with the knowledge of language as a medium for teaching and learning. Candidates will be introduced to strategies that facilitate an integrated approach to language arts and content literacy instruction. The use of literature in all content areas will be explored, leading to a better understanding of the interdisciplinary approach to learning at the elementary level. Prerequisites: ED 510, 550, EDL 503 and ED 552. ED 576 Teaching Social Studies at the Elementary Level Cr. 3.0 This course will introduce the P-8 teacher certification candidates to the social studies curriculum and methods. Course content will emphasize national and state standards for social studies education cross-curriculum integration, particularly world languages and culture, personal and social problem solving, and situated cognition in social studies education learning. Prerequisites: ED 510, 550 and 552 ED 593 Student Teaching Cr. 9.0 Student teaching for teacher candidates provides experiences with regular and special education students. Under college supervision and working with a cooperative teacher, student teacher candidates assume full responsibility for lesson planning and teaching. Prerequisites: Passing score on the appropriate Praxis test(s) prior to registration and completion of all coursework. Permission of the MAT Director is required to register. ED 594 Supervised Student Teaching Cr. 9.0 Student teaching for teacher candidates provides experiences with regular and special education students. Under college supervision and working with a cooperative teacher, student teacher candidates assume full responsibility for lesson planning and teaching. Prerequisites: Passing score on the appropriate Praxis test(s) prior to registration and completion of all coursework. Permission of the MAT Director is required to register. Teacher of Students with Disabilities Endorsement EDS 535 Technology and Students with Disabilities Cr. 3.0 This course will focus on instructor-centered and learner-centered integration of technology to provide a technological supportive environment to meet the special needs of students. EDS 537 Collaborating with Families, Students, and Professionals in Community and Educational Settings Cr.3.0 A study of social, legal, and educational issues related to diverse students across the lifespan, research-based approaches for assessment, intervention, and remediation for students with disabilities, and technology applications in the classroom; the impact of disability on the family system, communication skills needed for collaborating with diverse families; identifying and researching community resources for persons with disabilities and their families; strategies for involving the families in the referral and 14

15 evaluation and development process of transition and career planning as well as the selection of transition resources and services. EDS 572 Assessment Strategies and Applications in the Classroom Cr. 3.0 Focuses on the educational assessment of students P-12 who may be at risk or who have been identified as having learning problems. Course content includes a discussion of assessment processes and concerns, importance of early intervention and procedural considerations. The course also includes an emphasis on educational interventions and strategies necessary to create an environment that leads to success for all learners with special needs. Further topics that are presented include accommodations and adaptations; technology across the curriculum; learning implications of classroom assessments, classroom organization and planning. Candidates must demonstrate that they are able to create informal assessments, analyze data and structure and collaborate about instructional techniques and curriculum adaptations for students with learning problems. (Field experience is required) EDS 534 Classroom Management in Inclusive Settings Cr. 3.0 Includes the study of the principles of behavior and a focus on the practical application strategies for teachers in inclusive settings. Factors that influence the behavior of students with disabilities and research-based techniques to facilitate positive teacher-student and peer relationships in a classroom environment are discussed. (Field experience required) EDS 552 Methods of Teaching Students with Disabilities Cr. 3.0 Methods in the field of special education are emphasized. Focus on identifying and creating accommodations and modification to meet the needs of all students in special education and inclusive settings. (Field experience is required.) Prerequisites: EDL 503, ED 550, EDS 534, EDS 535, EDS 537, ED 572 ESL Endorsement EN 563 Language and Linguistics Cr. 3.0 Includes a grounding in the structural aspects of general linguistics: morphology, syntax, semantics, phonology, and pragmatics. Examines the structure of the English language, including nouns and noun classes, ways of talking about actions and states, how ideas are combined into complex sentences, and how context and purpose affect how we use language. Also considers differences between learning a first and second language. ED 606 Diversity in Education Cr. 3.0 Dealing with cultural differences in multi-ethnic and pluralistic school settings. The nature of the school as a social system. ED 583 Theories and Practice of ESL Instruction Part I Cr. 3.0 With an emphasis on teaching English through content, part I of this two-semester course will introduce the history of ESL teaching and critically explore exemplary curriculum designs and methods of teaching ESL. A wide range of ESL instructional strategies will be introduced and practiced. Both instructional design and implementation will be the 15

16 focus for practice with the embedded language acquisition/learning theories and research studies carefully examined. 10 hours of field work included. ED 584 Theories and Practice of ESL Instruction Part II Cr. 3.0 A continuation of Education 583, the course will examine public issues pertinent to ESL education with an emphasis on making connections between theories or research findings and classroom practice. While more approaches to ESL instruction will be introduced, a wide range of ESL instructional materials, services, and assessment measures will be introduced and explored. 30 hours of field work included. Bilingual/Bicultural Endorsement EN 563 Language and Linguistics Cr. 3.0 Includes a grounding in the structural aspects of general linguistics: morphology, syntax, semantics, phonology, and pragmatics. Examines the structure of the English language, including nouns and noun classes, ways of talking about actions and states, how ideas are combined into complex sentences, and how context and purpose affect how we use language. Also considers differences between learning a first and second language. ED 583 Theories and Practice of ESL Instruction Part I Cr. 3.0 With an emphasis on teaching English through content, part I of this two-semester course will introduce the history of ESL teaching and critically explore exemplary curriculum designs and methods of teaching ESL. A wide range of ESL instructional strategies will be introduced and practiced. Both instructional design and implementation will be the focus for practice with the embedded language acquisition/learning theories and research studies carefully examined. 10 hours of field work included. ED 584 Theories and Practice of ESL Instruction Part II Cr. 3.0 A continuation of Education 583, the course will examine public issues pertinent to ESL education with an emphasis on making connections between theories or research findings and classroom practice. While more approaches to ESL instruction will be introduced, a wide range of ESL instructional materials, services, and assessment measures will be introduced and explored. 30 hours of field work included. ED 586 Bilingual Education: Theories and Practice Cr. 3.0 Emphasizing on teaching content in bilingual/bicultural education, an understanding of bilingual development and available dual language program models for language and literacy development. How bilingual/bicultural programs based on community needs can be developed, implemented, and assessed will be explored with the embedded theories and research studies in bilingual/bicultural education carefully examined. 20 hours of field work is included. 16

17 Early Childhood Endorsement EDL 502 Development and Learning in Early Childhood Cr. 3.0 Studies designed to foster understanding of the dynamic continuum of development and learning in children from birth through age eight. Typical and atypical development of young children is addressed through a multicultural perspective. Developmental factors that impact learning in preschool and the primary grades are emphasized. Approaches to learning grounded in developmental theory are presented with an emphasis on developmentally appropriate practice EDL 521 Early Childhood Family, School and Community Cr. 3.0 Collaboration in a Diverse Society This course focuses on the process of family assessment and intervention, issues of family and professional collaboration and diversity, and methods of promoting adult communication and management strategies. It applies the knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts as they relate to the family, culture and society. It identifies the members of teams designed to support and optimize children s health, growth, and development and the network of community services to individuals, families and groups handicapped by social, environmental, health and related problems. EDL 522 Early Literacy and Language Development Cr. 3.0 This course focuses on the early literacy and language development of regular and special education children, ages three through eight. The content includes the study of the theories and acquisition of language, the interrelated nature of reading and writing, the appropriate development and assessment of early literacy, methods for engaging and motivating young learners, and the importance of family involvement. EDL 560 Early Childhood Curriculum Assessment for Inclusive Environments Cr.4.0 Curriculum and assessment for early childhood programs serving children in preschool through age 8. Multidimensional, ongoing, and performance-based assessment strategies are addressed. Characteristics of developmentally appropriate curricula are explored. Development of learning environments that respect diversity and create opportunities for active participation of all children are emphasized. Prerequisite: one methods course Middle School Endorsement (K-6 Endorsement and 5-8 Content Specific Endorsement) ED 528 Middle Level Learning and Teaching Cr. 3.0 The candidate will examine aspects of middle level schooling that are responsive to the nature and needs of adolescents. The candidate will apply knowledge of adolescents 17

18 cognitive and affective development to design learning environments and to structure and implement learning experiences that effectively promote academic achievement and personal growth for all middle grades students. Prerequisites: ED 510 and 550. Methods I Courses: ED 578 Methods of Teaching English at the Secondary Level Cr. 3.0 The course is designed to prepare candidates to teach English/language arts at the secondary level (grades 7-12) by providing the essential knowledge, skills, and strategies grounded in research and related to effective classroom instruction. It will emphasize the use of literature and the integration of the components of literacy, namely reading, listening, speaking, and viewing. The New Jersey Core Curriculum Standards will be an integral part of the course. Prerequisites: ED 510, 550, and 552. ED 564 Preparing for School Mathematics: Secondary Cr. 3.0 This course provides secondary mathematics teacher candidates with knowledge for teaching secondary mathematics. Candidates will learn to create a math classroom where students of diverse backgrounds and abilities can construct a conceptual as well as a procedural understanding of mathematics. Prerequisites: ED 510, 550, and 552. ED 566 Methods of Teaching Science at the Secondary Level I Cr. 3.0 This course is designed to provide the candidates with an understanding of the concepts and relationships of science to support student learning. The teaching strategies and techniques are based on research and emphasize the need to provide equal opportunities for all learners. The course will focus on teaching science through inquiry as defined by state and national standards for science education. Prerequisites: ED 510, 550 and 552. ED 579 Teaching Social Studies and Cultural Education at the Cr. 3.0 Secondary Level This course will introduce the middle and secondary level teacher certification candidate to social studies curriculum and methods. Course content will emphasize national and state standards for social education curriculum across the social science disciplines. Prerequisites: ED 510, 550, and 552 Content Specific Endorsement - Core Courses ED 510, ED 550, ED552 See above description ED 529 Content Literacy Cr. 3.0 This course is designed to focus on theory, methods, strategies, and materials for teaching literacy in all content areas with an emphasis at the secondary level of education. The use of literature in all content areas will be explored, leading to a better understanding of the interdisciplinary approach to learning at the secondary level. Methods I courses, ED 578, ED 564, ED 566, ED 579 See above description 18

19 Methods II courses: ED 585 Methods of Teaching English at the Secondary Level Part II Cr. 3.0 A continuation of Education 578. The intent is to expand teacher candidates understanding of the intricacies of curriculum design and planning and to build their teaching competencies in English/Language Arts at the secondary level (grades 7-12). Teacher candidates will have increased opportunities to apply theory and refine practice in the use of print and non-print texts and in the integration of the English Language Arts. The NCTE/IRA English Language Arts Standards and the New Jersey Core Curriculum Standards for Language Arts/Literacy will be applied throughout the course. Candidates are required to complete a nine-hour field practicum. Prerequisite: Education 578. ED 565 Methods of Teaching Mathematics for Secondary School Part II Cr. 3.0 ED 565 extends the study of secondary methodology begun in ED 564. The intent is to deepen the understanding of future secondary school teachers in the complexities of the secondary mathematics curriculum and build their competencies at the level of instructional implementation. Instructional methodologies studied in ED 565 will now be more broadly applied to more advanced mathematical concepts. Prerequisite: ED 564. ED 567 Methods of Teaching Science at the Secondary Level II Cr. 3.0 Science methods for initial M.A.T. students at the secondary level. This course will provide active learning of science concepts through various inquiry activities. Following the learning theories that have produced both the National Science Education Standards and the New Jersey Core Curriculum Content Standards for science, this course will utilize projects, cases, and problems in real world settings using a diversity of instructional methods and strategies to provide each student with the opportunity to learn how to teach inquiry and problem-solving across the sciences. Designed for those with a strong background in science. Prerequisite: ED 587 or 566. ED 580 Secondary Social Studies Education Part II Cr. 3.0 This course intends to expand and further develop competencies covered in Education 579. Instructional methodologies focusing on a constructivist, student centered approach will be explored. Targets strategies for future secondary teachers to meet the New Jersey Core Curriculum Content Standards for Social Studies to include: infusing Economics and Geography into the curriculum, developing greater technology coalescence, extending cross-curriculum lesson plans, embracing a pluralistic approach, and expanding multicultural themes. The course design will foster the development of effective inquiry-based curriculum activities making effective use of community-based resources. Prerequisites: ED 579. ED 587 Integrated Methods in K-12 Education Cr. 3.0 In-depth understanding and application of curriculum and instruction in K-12 education. 30 hours of field work is required for candidates. Prerequisites: Education 529, 550, 552 and a minimum GPA of

20 Foreign Language Education (Spanish or Chinese only) ED 510, ED 550, ED 552, ED 529 See descriptions above ED 582 World Language Education Cr. 3.0 Issues and practices in world language education. Fieldwork required. Prerequisite: ED 529, ED 550, ED 552 FO 599 Independent Study in the Teaching of World Languages Cr. 3.0 Curriculum development in foreign languages at the elementary and secondary level; the study and application of teaching methods and materials. FS 599 Introduction to Linguistics for Spanish Cr. 3.0 Development and execution of a relevant reading and research project leading to significant written work designed by the student in consultation with the research director. Subject chosen for study should be related with any area of Spanish or Spanish American literature of special interest to the student. Students applying, must demonstrate their knowledge of research techniques and their ability to apply them to the specific area of studies chosen. It is also required that the students should be able to present the results of their research in appropriate written and oral form. Prerequisites: Permission of the program director, chair, and research director. Student must be within last 12 credits of graduation and have a GPA of at least ED 599 NCATE for Chinese Cr. 3.0 Independent research in education in an area not substantially treated in a regular course offering, under the supervision of an Education faculty member; written evaluation of the research is required. For students with superior ability. Art or Music Education AR 599/AR 351 Methods of Teaching Art I Cr. 3.0 The history and philosophy of art education; the construction of art curricula and the exploration of teaching methods; media and tools appropriate for the educational level. Methods I deals with the needs of the elementary school child. Open to Art majors only. AR 599/AR 352 Methods of Teaching Art II Cr. 3.0 The history and philosophy of art education; the construction of art curricula and the exploration of teaching methods; media and tools appropriate for the educational level. Methods II deals with the needs of the adolescent. Open to Art and Education majors only. Also listed as Education 352. Prerequisite: Art 351 ED 599/MU 331 Music for the Child CR

21 Methods and materials of teaching in the elementary school (K-8); singing, rhythmic expression, listening, use of simple instruments, and correlating music with other areas of learning. For Music majors only. Also listed as Education 331. ED 599/MU 333 The Teaching of Music in the Secondary School CR. 3.0 Study and application of appropriate concepts, methods, skills, and materials for secondary-school music teachers. For Music majors only. Also listed as Education 333. Approved Electives ED 583, EDS 534, EDS 535 See descriptions above ED 606 Diversity in Education Cr. 3.0 Dealing with cultural differences in multi-ethnic and pluralistic school settings. The nature of the school as a social system. Health and Physical Education ED 510, ED 550, ED 552, ED 529 See descriptions above ED 596 Methods of Teaching Health K-12 Cr. 3.0 Focuses on the planning, development, and teaching of health education in K-12 school settings. Emphasis will be placed on using recent data and contextual information to design instruction that focuses on the importance of exercise, family and community, school and work environments, and diet to promoting and maintaining good health throughout life for students with diverse needs and from diverse backgrounds. Prerequisites: Education 510, 550, and 552. ED 597 Methods of Teaching Physical Education K-12 Cr. 3.0 Designed to present current methods and techniques of teaching physical education to students in grades K-12. Particular attention will be on new techniques for adjusting tasks for a wide variety of children's interests, abilities, and learning styles, and ensuring safe use of equipment in physical education. As well, lifetime sports and activities for students with diverse needs and from diverse backgrounds will be highlighted. Field experience is required. Prerequisites: Education 510, 550, and

22 Field and Clinical Experiences Each program incorporates integrated field experiences in the curriculum, enabling candidates to work with students in actual K-12 school settings and encouraging interactions with teachers, administrators, and community representatives. The fieldbased component of each program is implemented in collaboration with local K-12 school districts. Candidates are required to document school-based field work through signed evaluation forms, logs, observations by administrators, and artifacts. GRADUATE AR 599 Methods of Teaching Art I (ED 351/AR 351) (Fall) 20 hours (field) AR 599 Methods of Teaching Art II (ED 352/AR 352) (Spring) 20 hours (field) ED 510 Foundations of Education (Fall and Spring) 10 hours (field) ED 528 Middle Level Learning and Teaching (Spring) 20 hours (field) ED 529 Content Literacy (Fall and Spring) 15 hours (field) ED 550 Teaching Children with Diverse Needs (Fall and Spring) 8 hours (field) ED 556 Teaching Elementary Mathematics (Fall and Spring) 20 hours (field) ED 562 Teaching Science Elementary (Fall and Spring) 20 hours (field) ED 564 Prep for School Mathematics: Secondary Part I (Fall) TERM A 20 hours (field) ED 565 Methods Of Teaching Mathematics: Secondary Part II (Fall) TERM B 20 hours (field) ED 566 Methods of Teaching Science Secondary Level Part I (Fall) TERM A 20 hours (field) ED 567 Methods of Teaching Science Secondary Level Part II (Fall) TERM B 20 hours (field) ED 576 Teaching Social Studies Elementary (Fall and Spring) 20 hours(field) ED 578 Methods of Teaching English Secondary Part I (Fall) TERM A 20 hours (field) ED 579 Teaching Social Studies Secondary Part I (Fall) TERM A 20 hours (field) ED 580 Teaching Social Studies Secondary Part II (Fall) TERM B 20 hours (field) ED 582 World Language Education (Fall) 20 hours (field) ED 583 Theories & Practice of ESL Instruction Part I (Fall) 15 hours (field) ED 584 Theories & Practice of ESL Instruction Part II (Spring) 20 hours (field) ED 585 Methods of Teaching English Secondary Part II (Fall) TERM B 20 hours (field) ED 586 Bilingual Education: Theories and Practices 20 hours (field) ED-587 Integrated Teaching Methods K-12 (Art/Music/Spanish) (Fall) 20 hours (field) ED-596 Methods of Teaching Health K-12 (Spring) 20 hours (field) ED-597 Methods of Teaching Physical Education K-12 (Fall) 20 hours (field) ED 599/ MU 599 Music for the Child (MU 331) (offered every other Fall, odd years, ex 2013) 15 hours (field) ED 599/ MU 599 The Teaching of Music in the Secondary School (MU 333) (every other Spring, even years ex. 2014) 15 hours (field) EDL 503 Literacy Instruction (Fall and Spring) 15 hours (field) EDL 575 Methods of Teaching Language Arts & Content Literacy Elementary(Fall & Spring) 15 hours (field) EDS-500 Integrated Approach to Foundations of Special Education 15 hours (field) EDS 534 Classroom Management Inclusion Settings 30 hours (field) EDS 535 Technology and Students with Disabilities 10 hours (field) EDS552 Methods of Teaching Students with Disabilities (Fall and Spring) 40 hours (field) EDS572 Assessment Strategies & Applications in the Classroom (Fall and Spring) 25 hours (field) FO 599 Teaching World Languages (FO/ED-427) (Spring) 20 hours (field) TERM A runs from 9/2/14 to 10/20/14 22

23 TERM B runs from 10/21/14 to 12/14/14 NOTE: These requirements are subject to change. Please check with your Professor and review your syllabus to confirm specific requirements. Field Placement Applicants: FIELD PLACEMENT APPLICANTS: Please complete a field placement application for each semester in which you are taking courses that require field experience. Be sure you choose the correct application for graduate students. The application will be submitted to our office electronically and can be located at the following link: Transfer students must complete the application process as soon as they register. Review your course requirements, GPA, and prerequisites for field experiences with your advisor. Please make sure that you leave enough time in your schedule to complete your field requirements. At a minimum you should set aside at least one morning and one afternoon per week, so plan your schedule accordingly. Some field requirements, times, and locations are posted on Web Advisor with specific days and times to help in planning. Many courses are now held off campus and do their field hours in the same location. Check Web Advisor for this information as well. Please speak with your Professors and Education Advisor regarding field hours and if you need help with scheduling your courses. Refer to the list of the graduate courses that require a placement for field work which is in this handbook. Requests for special considerations for placements or requests for a placement at a worksite MUST be in writing and dropped off at my office, McAllan Hall, Room 109, or the Certification, Field Placements and School Partnerships office in McAllan Hall, Room 112, as soon as possible. You may be able to perform your early field hours at your worksite if you are employed full time and you obtain a letter from the school/district/agency that is sent to the Office of Certification, Field Placements, and School Partnerships which states the following: 1. that you are under a full time contract to the district/agency/school; 23

24 2. that you may continue employment while meeting your field experience requirements; 3. that the worksite is relevant to your area of certification, content area, and is viable to the required early field requirements; 4. the first and last name of the person who will assume the role of cooperating teacher. Please note that your field hours must be completed outside of your normal work schedule. This change is not guaranteed and depends on whether you have satisfied a placement in a diverse setting which is a requirement of our program. STATE OF NEW JERSEY REQUIREMENTS FOR EDUCATORS 1. Mantoux Test (May be required) 2. Criminal History Background Check (May be required) 3. Reporting Child Abuse in New Jersey (Required) A Mantoux test is recommended as it is a requirement in many school districts. You can obtain a Mantoux test at the Monmouth University Health Center for $5 every day except Thursdays. If you have any questions, please contact me at Thank you. MARTA JAHN Coordinator of Early Field Placements McAllan Hall Room

25 TEACHER CANDIDATE TESTING REQUIREMENTS Praxis II, ACTFL Oral Proficiency Interview (OPI) and Writing Proficiency Test (WPT) IT IS A MONMOUTH UNIVERSITY REQUIREMENT THAT YOU TAKE AND PASS THE PRAXIS II TEST(S), ACTFL ORAL PROFICIENCY INTERVIEW (OPI) FOR SPANISH, CHINESE OR ESL AND WRITING PROFICIENCY TEST (WPT) FOR ESL PRIOR TO STUDENT TEACHING. Please do not leave the test to the last minute! The Praxis II Series is an Educational Testing Service (ETS) program that provides tests and other services for states to use as part of their teacher certification process. Students are required to take one or more Praxis II Series tests if they want to teach, or obtain a professional certificate in a state (including New Jersey) that includes these tests as part of its teacher licensure process. Praxis II Series Registration Bulletins are available on the Internet through the Praxis website at You can contact ETS at or Please note that Monmouth University must receive an official notice of your Praxis II test results directly from Educational Testing Service (ETS). When applying to take the Praxis II, you must indicate Monmouth University code #RA2416 in the Agencies To Receive Score Reports and Passing Status Information section. Only official score reports from Educational Testing Service (ETS) are accepted for student teaching and licensure. When you complete the registration form for the Praxis II, you MUST include your CORRECT SOCIAL SECURITY NUMBER. If you do not give your social security number or give the wrong social security number, you will NOT receive your license from the State of New Jersey. If you test out-of-state you must report your scores to the state of New Jersey (code #7666) to be licensed. ETS is no longer mailing Praxis II test score reports to individuals. You MUST download your Praxis II score report from ETS. It is very important that you adhere to the ETS deadline to download your score reports within the stated timeframe to avoid paying an additional fee. Your official score report will be available to you online via your Praxis account on the score report release date, approximately four weeks after the test date. You MUST upload your Praxis II score report to your Foliotek portfolio account under Assessment I: Praxis II. Students applying for certification as a Teacher of Students with Disabilities must take the appropriate Praxis II test in their primary certification area(s) (Preschool through Grade 3 and/or Elementary Education or the appropriate Praxis II specialty test, e.g., Math, English, Social Studies, etc., for Secondary Education candidates.) Students who are seeking certification in Spanish must pass the Spanish ACTFL Oral Proficiency Interview (OPI) in addition to the Praxis II Spanish: World Language (5195). 25