Masters Degree (MED) Individualized Plan of Study, Concentration in Early Childhood Studies

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1 Masters Degree (MED) Individualized Plan of Study, Concentration in Early Childhood Studies Overview of Plan of Study: MCLA is currently conducting a needs assessment to determine the level of interest in a cohort based Masters of Education (MED) program. This sequence of courses and program format is designed to support teachers in early childhood settings who currently hold a bachelor s degree or will have earned one by September 1, The mission of the MCLA graduate program is to: promote and foster educational excellence and equity for all learners, both within and beyond the classroom; to bridge the gap between theory and practice within the larger social, cultural and political contexts that affect teaching and learning; and to prepare teachers to take active roles as participants in a democratic society: to know, to care and to act in ways that promote social justice and the equitable reform of schooling. This MED plan of study will concentrate these ideals within the context of early childhood education. This sequence consists of a Masters of Education (MED) Individualized (non-licensure) program of study, totaling 3edits. For those seeking to also earn a PK-2 DESE license, additional field courses are outlined below. This MED provides a concentration as relate to theories of childhood development. The program uses a cohort model designed for the adult learner who is managing work and family demands. Courses will be offered in a central Berkshire County location weekends, evenings, and online. 1. Masters (MED) Plan of Study Core: Credits: EDUC 702: Ethics and Foundations of Schooling 3 EDUC 717: Curriculum Theory & Democratic Practice 3 EDUC 719: Multicultural Education 3 EDUC 783: Philosophies & Methodologies of Inquiry 3 EDUC 784: Inquiry Seminar 3 Area of Concentration: EDUC 638: Reading and Language Arts 3 EDUC 630: Teaching an Inclusive Classroom 3 EDUC 604: Sheltered English Instruction 3 EDUC 640: Curriculum and Instruction 3 Prepracticum courses EDUC 722: Ethics and Foundations of Schooling Prepracticum 1 EDUC 718: Curriculum Theory & Democratic Practice Prepracticum 1 EDUC 720: Multicultural Education Prepracticum 1 Supports advancement to Director I & II requirements: ADMN 601: Fundamentals of Educational Administration 3 Total credits 33 1 *Please note that MCLA reserves the right to unilaterally add, withdraw, or revise any course offering in the above mentioned program of study including policies, provisions, requirements, and fees.

2 2. For those seeking, additionally, a PK-2 DESE License* Some students with a bachelors degree also seek to earn a Department of Elementary and Secondary Education (DESE) Initial license in grade span PK-2. Licensure requires an approved program of study consisting of both academic courses and field work. Many licensure courses will be completed as part of the MED described above. Additionally, students seeking the DESE license must complete field courses as described below: EDUC 620: Field Placement II 2 EDUC 654: Seminar Student Teaching 3 EDUC 652: Practicum PreK-K 3 EDUC 653: Practicum Grades Total credits for additional PK-2 DESE license 14 Total credits for MED plus PK-2 DESE License 47 Finally, all candidates for Initial licensure must have completed (or complete prior to student teaching) coursework in the following areas Children s Literature Early literacy including genres, literary elements, literary techniques, and vocabulary Mathematics including principles and concepts related to elementary mathematics Physical science* Life science* History, geography, government and economics Creative arts Health or First Aid and CPR Physical Education Child Development or Developmental Psychology *at least one science must include a laboratory requirement Students seeking license will have their transcripts reviewed to determine if these content requirements have been met and if any additional courses will be required. Formal application for admission into the Professional Semester (Student Teaching) requires an overall 3.0 GPA, with no grade below a B in required licensure courses, and an assessment of oral and written communication skills. Prior to enrolling in a practicum, all students will be required to receive passing scores on the Massachusetts Tests for Educator Licensure (MTEL) appropriate to the license they are seeking, submit two recommendations, and have a successful interview. Students must have departmental approval to enroll in more than 12 credits during the Professional Semester. Upon completion of the early childhood education program, the student is eligible for Initial licensure (Pre K-2). *Note: This licensure sequence assumes students have been part of the MCLA EC Degree Completion Program and have completed additional licensure prerequisites as part of their BA plan of study, see page 4. See Flowsheet on Page (?) 2

3 Proposed Course Schedule Masters Degree (MED) Individualized Plan of Study, Concentration in Early Childhood Studies Fall 2015 EDUC 702/722 ADMN 601 Spring 2016 EDUC 717/718 EDUC 604 Summer 2016 EDUC 638 EDUC 630 Fall 2016 EDUC 710/720 EDUC 783 Spring 2017 EDUC 640 EDUC credits Ethics and the Foundations of Schooling with prepracticum Fundamentals of Educational Administration 7 credits Curriculum Theory & Democratic Practice with prepracticum Sheltered English Immersion 6 credits Reading and Language Arts Teaching in an Inclusive Classroom 7 credits Multicultural Education with prepracticum Philosophies and Methodologies of Inquiry 6 credits Curriculum and Instruction Inquiry Seminar Total = 3edits 3

4 Program Details: Location: Central Berkshire County (likely Pittsfield, MA.). Other locations may be identified based on enrollment patterns. Schedule: Target launch for program is fall semester (September) 2015 Classes will be held once a week for 4-hour sessions (5:00 9:00PM) Courses will be 8 weeks in duration (this could be shifted to weekend based on cohort schedules) Classes will include out-of-meeting time requirements, including online learning applications. Load: Completion: Expectations: Cost: Students will carry one course during each 8-week period. Upon completion of each 8-week period, students will immediately begin the next course. Students are expected to complete this degree program in two years, including summers. Students beginning in September 2015 can expect to graduate in August Students are expected to attend every class meeting. In order to meet contact hour requirements, all classes will have online components. Assignments will include a blend of individual and group work both within and outside of class time. Activities will include reading, writing, discussion, group projects, case studies, quizzes/tests, research, and application of course concepts. It is anticipated that each courses will cost approximately $317/credit, or $951 for a edit course. Approximately every sixteen weeks, students will be billed for 6-7 credits for a total of $ * Students should expect texts costs (approximated at $75 - $125 per course). Financial Aid: To apply: Students in the MED cohort are eligible for Alternative loans. Please contact the Financial Aid Office at for more information. Complete: Return to: Application Admissions Office $50 Application fee Official college transcript 375 Church St. Current resume North Adams, MA Three letters of recommendation Personal statement For more information: Barbara Emanuel Mark Hopkins, Room 206A B. *Please note that MCLA reserves the right to unilaterally add, withdraw, or revise any course offering in the above mentioned program of study including policies, provisions, requirements, and fees. 4

5 Course Descriptions: EDUC 702 Ethics and the Foundations of Schooling edits Examines how teaching is shaped by social and cultural forces that extend well beyond the walls of the classroom; how teaching is influenced by the decisions of political authorities and shapes the quality of political life in society; and ultimately how teaching has moral dimensions that involve the responsible treatment of students, colleagues, parents, and other community members. EDUC 722 Ethics and the Foundations of Schooling Pre-practicum 1 credit Focuses on creating an ethical school and moral and ethical behavior of educational leaders. In no less than 25 hours of field based collaboration with a school leader, students will describe instances in which there was an ethical dilemma in their respective schools and describe the resolution and/or possible resolutions. EDUC 717 Curriculum Theory and Democratic Practice edits Focuses on how social movements, economic conditions, political power, aesthetic sensibilities, spirituality, and ethical frameworks influence curriculum development. Students will develop a greater awareness of the existence of competing curricular theories and world views, including postmodernism, existentialism, hermeneutics, critical theory, and feminism. The aim is for students to link their philosophies of curriculum to the enhancement of democratic practice in school. EDUC 718 Curriculum Theory and Democratic Practice Pre-practicum 1 credit Provides students with the opportunities to further study, apply, and evaluate some of the ideas and theories discovered in Curriculum Theory and Democratic Practice. Students are expected to develop and present a philosophy, framework, and pedagogical process that reflect a commitment to debate, intellectual rigor, civic involvement, and broader democratic practices. EDUC 719 Multicultural Education edits Provides a basic introduction to the historical, sociological and philosophical foundations of multicultural education. Its general goals are to examine from different theoretical perspectives the nature of intergroup relations in U.S. society; to promote the study of the historical and contemporary experiences and contributions of marginalized, dominated, and underrepresented groups in the United States. EDUC 720 Multicultural Education Pre-practicum 1 credit Effective school leaders must be knowledgeable about multicultural education. In this 25 hour pre-practicum students will have the opportunity to increase their understanding of multicultural education. EDUC 783 Philosophies and Methods of Inq. edits Writing intensive seminar introduces research and the principal methods employed in the study of educational problems and issues, with an emphasis on qualitative methods. The course focuses on the skills needed to understand, interpret, and critique research literature in education and related fields. Students will also be introduced to the concept of the literature review, and to the process of writing a literature review, after which they will construct an initial literature review. EDUC 784 Inquiry Seminar edits Writing intensive seminar that requires student to develop and conduct a capstone project based on a problem, need, or interest that is emergent from their master s course work and/or is related to their specific educational environment. This project will take the form of a substantial literature review, research project, or eportfolio based on a process that has been formalized by the education department. Results of the capstone work will be reported to the class during seminar. 5

6 EDUC 638 Reading and Language Arts edits Emphasizes an integrated, constructivist approach to teaching the language arts based on cognitive, psycholinguistic, and sociolinguistic theories about how children learn language. Teaching strategies are introduced that help children learn to communicate effectively using listening, talking, reading and writing. Organizational patterns of instruction that emphasize literature, theme cycles, and workshop approaches are explored. EDUC 630 Teaching in an Inclusive Classroom edits Introduces values, laws and principles underlying special education, including the rights of parents/guardians. Identifies the role of general educators in securing supports and services for individual students, and in developing and implementing IEPs. Highlights strength-based assessment, peer supports, assistive technology, Universal Design for Learning (UDL), promoting social competence, and collaboration with families, paraeducators, special educators, and clinicians. EDUC 604 Sheltered English Instruction ELEM/ECHE edits This course focuses on preparing ELEM and ECHE pre-service teachers to shelter academic content and English language instruction for English Language Learners (ELLs). Topics include salient differences among ELLs; language structure; second language acquisition; and effective practices based on the SEI model. Students will learn to differentiate instruction for ELLs at different English proficiency levels, focusing on English Language arts, literacy skills, and academic vocabulary in various content areas. EDUC 640 Curriculum Theory and Design for Early Childhood edits Plan, develop and assess instructional units designed for understanding. Link designs to state standards and create a continuum of assessment methods. Pre-service teachers will be active learners as they participate in designing developmentally appropriate lessons, units and assessments. EDUC 601 Fundamentals of Educational Administration edits Introduces participants to basic concepts and techniques in educational leadership and administration. Topics will include theories of administration and a survey of the many important areas of responsibility and current problems that the modern school administrator faces. Major emphasis will be given to issues of finance, budgeting and plant management in the education setting. Students will also become familiar with administrative uses and implications of computer hardware and software. 6

7 Sequence of courses completed by the EC degree completion program (BA in IDST): Course: Title: Credits: IDST 299: Learning in Context 3 PSYC 208: Applied Developmental Psychology 3 CCCL100: Computing and Communication 3 ENGL 395: Portfolio 3 PSYC 387: Childhood Disorders 3 EDUC 460: Leadership Supervision and Research in Education 3 EDUC 420: Teaching Strategies+ 3 IDST 360: Culture and Society 3 BIOL 250: Nutrition 3 PSYC 316: Behavior Analysis 3 EDUC 302: Assessment and Evaluation+ 3 SOCI 395: Special Topics: Families in Crisis 3 EDUC 305: Program Development for 3,4, IDST 401: Senior Seminar 3 CCAP 300: Capstone 3 Experiential Portfolio 15 Total MCLA BA IDST credits: 60 + Courses completed and required for licensure. Those who seek licensure but did not complete these courses at MCLA must complete them additionally to meet all licensure requirements. 7

8 8

9 GRADUATE PROGRAM FLOWSHEET Post Baccalaureate Initial Licensure Program EARLY CHILDHOOD (PreK-2) Student Name: _ A#: _ Education Department Advisor: _ MCLA Local Address: City: LICENSURE PROGRAM EDUCATION COURSE CREDITS 702 Ethics & the Foundations of Schooling 3 Core Courses (Required for Master s Degree) EDUC 717 Curriculum Theory & Democratic Practice 3 SUBJECT MATTER STANDARDS *Reading theory, research and practice *Dev. of oral and reading vocabulary *Developing writing skills *First & second language acquisition State/Zip: 638 Reading and Language Arts 3 EDUC 719 Multicultural Educ. 3 Children s Literature Phone #:_ Practicum completed : Cleared for License: MTEL PASS DATES Communication and Literacy: Content Test: Foundations of Reading Test: 610 Field Placement I Teaching in Inclusive Classroom Teaching Strategies 3 604: Sheltered English Instruction Curriculum Theory & Design for Early Childhood Field Placement II Prog. Dev. for 3,4,5 Year Olds 3 EDUC 783 Philosophies & Methodologies of Inquiry 3 EDUC 784 Inquiry Seminar 3 Math Physical Science Life Science History, geography, government, economics The Arts Health or First Aid/CPR Application & Interview Required for Admission to 652 Student Teaching (PreK-K) 3 Physical Education Child Dev. or Dev. Psych. (PSYC 208 or 210) 653 Student Teaching (1-2) Student Teaching Seminar 3 * Obtained through the Licensure Program 9

10 EARLY CHILDHOOD INITIAL LICENSURE (PreK-2) WITH OPTIONAL MED Overview of Plan of Study Candidates for Initial licensure must have completed or plan to complete coursework in the following areas: Children s Literature Early literacy including genres, literary elements, literary techniques, and vocabulary Mathematics including principles and concepts related to elementary mathematics Physical science* Life science* History, geography, government and economics Creative arts Health or First Aid and CPR Physical Education Child Development or Developmental Psychology * at least one science must include a laboratory requirement The early childhood education program prepares teachers of young children through the study of significant theories of child development and their practical implementation, along with techniques of working effectively with individual and group behavior while stressing the teaching of mainstreamed children with special needs. The curriculum stresses diverse values and various teaching and learning styles that are an important part of our multicultural society. Formal application for admission into the Professional Semester (Student Teaching) requires an overall 3.0 GPA, with no grade below a B in required licensure courses, and an assessment of oral and written communication skills. Prior to enrolling in a practicum, students are required to receive passing scores on the Massachusetts Tests for Educator Licensure (MTEL) required for the license they are seeking, two recommendations, and a successful interview. Students must have departmental approval to enroll in more than 12 credits during the Professional Semester. Upon completion of the early childhood education program, the student is eligible for Initial licensure (Pre K-2). Requirements EDUC 702 Ethics and the Foundations of Schooling EDUC 603 Program Development for 3, 4, 5 year olds EDUC 638 Reading & Language Arts EDUC 610 Field Placement I 2 cr EDUC 648 Teaching Strategies & Classroom Mgmt. EDUC 630 Teaching an Inclusive Classroom EDUC 620 Field Placement II ECHE/ELEM 2 cr EDUC 640 Curriculum Theory & Design for ECHE EDUC 604 Sheltered English Instruction ECHE/ELEM EDUC 654 Seminar Student Teaching EDUC 652 Practicum PreK-K EDUC 653 Practicum Grades cr TOTAL EARLY CHILDHOOD EDUCATION INITIAL LICENSURE: 37 credits Additional 4 courses required to complete Masters of Education with Initial Licensure EDUC 717 Cur. Theory & Democratic Practice EDUC 719 Multicultural Education EDUC 783 Philosophies & Methodologies of Inquiry EDUC 784 Inquiry Seminar TOTAL EARLY CHILDHOOD INITIAL LICENSURE AND MED: 49 credits 10

11 Schedule: Admissions: Completion: Teacher Licensure: Cost: License courses are offered both fall and spring semesters. License courses are normally scheduled to meet once a week in the late afternoon or evening, while the core courses may be offered online or in a hybrid format to enable working students to take courses while employed. Students may carry up to 12 credits per semester. An online application is available at Completed applications can also be submitted to the Admissions office at 375 Church Street, North Adams, MA Preferred application deadlines are July 1 for fall admission and December 1 for spring admission. The length of the program depends on the number of courses taken each semester, and if additional courses are required in order to fulfill state licensure requirements. Most students can expect to complete the post baccalaureate Initial licensure program as quickly as three semesters. Information on teacher licensure in the state of Massachusetts is available on our website and through the contact below. Admission to the professional semester (student teaching) requires an overall 3.0 GPA and passing scores on the Massachusetts Tests for Educator Licensure (MTEL) required for the license sought. In 2013, an average class (edits) is $900*. Please see our website for current tuition costs: Financial Aid: Financial aid information is available on the MCLA website at For more information contact: Nancy Pearlman Or visit us on the web at mcla.edu/graduate 11

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