St. Thomas Aquinas College School of Education Handbook

Transcription

1 2 St. Thomas Aquinas College School of Education Handbook Letter to Candidates.. 3 The School of Education Mission Statement and Learning Outcomes.. 4 Professional Dispositions... 5 Undergraduate Admission to Teacher Education Program (Initial Baccalaureate Level) Initial Baccalaureate Level 6 Admission to Student Teaching 7 NYS Certification.. 8 MST Admission to Teacher Education Program (Post Baccalaureate Level) MST Application Process. 11 MST Admission to Student Teaching 14 NYS Certification. 15 Curriculum BSED (Initial Baccalaureate Level): General Education Requirements. 15 MST (Post Baccalaureate Level) Requirements Advisement. 22 Programs of Study Undergraduate: Inclusive Childhood MST (Post Baccalaureate Level) Childhood MST (Post Baccalaureate Level) Childhood 1-6 & Special Education. 27 Undergraduate: Inclusive Childhood 1-6 & Special Education 30 Undergraduate: Inclusive Secondary 7-12 Education.. 32 MST (Post Baccalaureate Level) Secondary 7-12 Education.. 33 Field Experience. 33 Diversity Proficiencies 34 Professional Development.. 35 Student Teaching 37 NYS Certification Tests and Requirements. 38 Policies of the School of Education Academic Integrity.. 39 Union Activities.. 40 Athletics.. 40 Social Media 42 Statement of Intent to Comply. 42 Resources and Support Systems. 43 Program Progress.. 46 Teacher Education To Do Lists Undergraduate. 47 MST. 48 Field Experience Survey 49 Liberal Arts Faculty Reference. 50 Teacher Education Faculty Reference.. 51 Fieldwork Request Log Sheet.. 52 Fax Request for Fieldwork 54 Worksheet for Student Teaching Undergraduate 55 MST 56

2 School of Education A MESSAGE TO THE TEACHING CANDIDATE: The mission of the School of Education at St. Thomas Aquinas College is to prepare educators that are informed decision-makers who create effective learning opportunities for all students. The educators we prepare see the potential in every learner and possess the knowledge, skills and dispositions that allow them to make informed decisions that support the achievement of that potential. In carrying out our mission, we create a caring, challenging environment for learning to support your development as an educator. This handbook contains information about our teacher education programs that will be useful to you as you progress toward your goal to become a teacher. You will find information on field experiences and student teaching as well as policies related to written assignments and the use of instructional technology. The sections on the different programs of study and advisement should be helpful to you as you plan your program. You are responsible for meeting the requirements for admission to and progression in the teacher education programs and so it is important that you read and become familiar with the information in this handbook. As you progress through your program, you are responsible for regularly checking the teacher education bulletin board and meeting with your advisor so that you are aware of any additions to or changes in teacher education policies or procedures. When you have questions about your responsibilities or your program, please contact your teacher education advisor for assistance. We are pleased that you chose to pursue your goal to become an educator at St. Thomas Aquinas College and look forward to working with you. The Faculty of the School of Education St. Thomas Aquinas College School of Education Handbook 3

3 The School of Education St. Thomas Aquinas College Our Mission The Mission of the St. Thomas Aquinas Teacher Education Program is to foster the development of learners that are able to contribute to and live successfully in our democratic society and diverse world community. We accomplish this mission by preparing knowledgeable, caring educators that have a passion for learning and can develop that passion in their students. These educators possess a level of content area knowledge and skills that allows them to continue to learn and apply their knowledge in their vocation. They effectively promote learning through a socially mediated process that supports the learner's personal construction of knowledge. They are effective communicators and collaborators and can create supportive, inclusive environments for learning. They are thoughtful educators who critically reflect on practice. They are committed to lifelong learning in order to help all students achieve to their fullest potential. Learning Outcomes 1. Student Centered Environment An understanding of human development and of the diverse individual and contextual factors that influence motivation and learning, and the ability to differentiate instruction to promote student learning. An understanding of classroom organization and management, and the ability to design and maintain safe and mutually respectful learning environments that support student motivation, social interaction and learning. 2. Knowledge Centered Environment An understanding of the disciplines and their specific pedagogy, and the ability to organize and express knowledge in multiple ways to promote mastery of content. An understanding of learning as a socially-mediated, constructive process, and the ability to use evidence-based instructional methods and emerging technologies to support learning, problemsolving, and critical thinking. 3. The Use of Assessment to Support Learning An understanding of assessment as an ongoing process involving multiple sources of information and varied assessment techniques, and the ability to design/select assessments to monitor and evaluate student progress. An understanding of how assessment informs instruction, and the ability to use assessment data to adjust instruction to support student learning. 4. Professional Practices An understanding of the importance of effective interpersonal relationships and ethical practice, and the ability to collaborate with students, parents, colleagues, and the community to promote students learning and well being. An understanding of the use of self-evaluation and reflection as tools for professional growth, and the ability to use the resources within the school and broader professional community as supports for growth as a teacher and leader the use self-evaluation and reflection as tools for professional growth, and the ability to use the resources within the school and broader professional community as supports for professional growth as a learner and as a teacher. 4

4 Professional Dispositions All teacher education candidates should be knowledgeable about and exhibit these professional dispositions. As candidates follow their career path in the School of Education, their professors will evaluate them on these dispositions. Failure to exhibit these dispositions may result in dismissal from the School of Education. Candidates are asked to reflect upon how well their academic and personal behaviors reflect these dispositions. The first reflection occurs prior to being admitted to the School of Education. 1. I demonstrate high expectations for myself and student learning. 2. I exhibit respect for the beliefs of others; I respect cultural differences and diversity. 3. I exhibit compassion, fairness and patience. 4. I display a passion and enthusiasm for teaching/learning. 5. I demonstrate appropriate self-confidence. 6. I respond constructively to professional feedback and make appropriate changes 7. I exhibit responsibility and independence in implementing activities requested by the classroom teacher 8. I utilize self-reflection effectively for self-improvement. 9. I prepare appropriately for classes and am punctual for meetings. 10. I use an appropriate tone of voice and nonverbal expressions 11. I communicate effectively both orally and in writing. 12. I project a positive self-image and relate well to others 13. I demonstrate a professional demeanor in dress, maturity, hygiene, use of electronic devices, texting, etc. 14. I demonstrate high ethical standards. 5

5 Admission to and Progression in the Teacher Education Programs Initial Baccalaureate Level Application Process Why is there a separate application process to the School of Education? The requirements for certification are demanding and academically rigorous. The School of Education considers it essential that applicants demonstrate the knowledge, skills and dispositions needed to carry out this commitment by maintaining a 2.5 GPA minimum and completing two education courses prior to applying to the School of Education. Who can apply? Applicants make a formal application for admission to the teacher education programs during the first semester of their sophomore year. Transfer applicants make the application in their first semester at the college. Orientation and Essay Writing: Orientation and essay writing sessions are held during the fall semester in September and during the spring semester in February. These sessions assist applicants in completing the necessary steps for admission to the teacher education programs. After the Director of Clinical Experience hosts the orientation session, candidates will sit for the essay writing session. The teacher education faculty will evaluate the essays on the basis of style, grammar, usage, and organization. Applicants should check the teacher education bulletin board on the first floor of Borelli Hall and the monthly bulletin boards around campus for details. Any questions can be directed to the Office of the School of Education at Acceptance into the Program Please check the bulletin board by the PRC for changes in these practices The Dean of the School of Education reviews the application and transcript to determine that the applicant has met the academic requirements for admission to the program: a minimum GPA of 2.5 in general education courses and a minimum GPA of 2.75 in at least two (2) teacher education courses. The Dean of the School of Education notifies applicants in writing of the outcome of the review. Applicants may not be permitted to register for EDEL 240, EDSC 218 or 300 level teacher education courses until they successfully complete the admission process. The applicants will be asked to indicate their desire to pursue a degree that leads to teacher certification by signing a Statement of Intention agreeing to all School of Education rules and regulations governing academic integrity and professional dispositions. Once accepted into the program, the Office of Undergraduate Education will begin to maintain a professional file for all undergraduates. The Office of Graduate Education will maintain files for all graduates. 6

6 Progression in the Teacher Education Program School of Education advisors monitor candidates progress through the program. Candidates are responsible for regularly updating their folders in the teacher education office as they complete program requirements. Candidates performances in the School of Education are reviewed regularly. To continue in the School of Education candidates must: Maintain the required level of academic performance: A minimum GPA of 2.5 in general education core courses A minimum GPA of 2.75 in teacher education courses and in concentration and major Submit two academic references to the Office of Undergraduate Education in the PRC Liberal Arts faculty member in the area of the candidate s major or concentration Teacher Education faculty member (300 level courses) Submit an evaluation by a field experience classroom teacher to the Office of Undergraduate Education in the PRC Obtain a fingerprint clearance Candidates that meet the above requirements are informed of the outcome of the review when they come for advisement for registration. Candidates who fail to meet the requirements are notified in writing by the Dean of the School of Education. Admission to Student Teaching Candidates make a formal application for admission to student teaching during the second semester of junior year. Applications and requirements for student teaching will be distributed by the Director of Clinical Experience during a Student Teaching Seminar six months prior to the practicum. Candidates will submit their completed applications to the Director of Clinical Experience during a formal interview. To be admitted to the student teaching, candidates must maintain the required level of academic performance 7 A minimum GPA of 2.5 in general education core courses A minimum GPA of 2.75 in teacher education courses and in concentration and major To be admitted to the student teaching, candidates must --- by the end of the first semester senior year --- also: Complete all required courses except ED 415 and ED 420. Submit a graded copy of a Candidate Work Sample: Tutoring Report Rubric (from a 300 level methodology course) Submit a completed Field Experience Classroom Survey Document completion of the field experience requirement Obtain fingerprint clearance: Submit a professional development packet of five documentation papers.

7 Submit score from the appropriate NYS Certification Testing Center: Candidates are required to monitor the NYSED Office of Teaching Initiatives website to stay current with NYSED mandates. Office of Teaching Initiatives Certification Update on New Exams for Initial Certification of Teachers and School Building Leaders We anticipate that candidates applying for certification on or after May 1st, 2014 will be required to take certain new exams. At the February 2012 meeting, the New York State Board of Regents approved a change to the implementation schedule for the new testing requirements for the initial certification of teachers and school building leaders. The following non-regulatory guidance is based on the Board s direction and is subject to change when regulations are adopted later this year. Candidates who meet the above requirements are admitted to student teaching. The Director of Clinical Experiences conducts an orientation with candidates to help them select school placements. Candidates who fail to meet the requirements are notified by the Director of Clinical Experiences who schedules an interview with the Candidate Review Committee. The purpose of the interview is to assist the candidate in developing realistic goals and plans. Candidates are notified in writing of the outcome of the interview. New Exams EdTPA: Teacher Performance Assessment (Portfolio) EAST: Educating All Students Test ALST: Academic Literacy Skills Test CST: Revised Content Specialty Tests Completion of Student Teaching Successful completion of student teaching requires: 8 Completion of the Reflective Teacher Project Summative evaluation by the college supervisor indicating that the candidate has met the performance standards identified in the Performance Evaluation Handbook

8 Summative evaluation by each cooperating teacher indicating that the candidate has met the performance standards identified in the Performance Evaluation Handbook In order to qualify for New York State certification, all teacher candidates must Successfully complete student teaching Attain a grade of C+ or higher in ED 420; a grade of Pass in ED 316. Attain a passing score on all the required NYS Teacher Certification Examinations Complete the Seminar on Identification and Prevention of Child Abuse Complete the Seminar on the Prevention of Violence and the Prevention of Child Abduction Complete the Seminar regarding Dignity for All Students (DASA) Obtain a fingerprint clearance Register for certification on the NYSED TEACH website All students (even those not seeking NYS certification) must take all required NYS tests. Those students seeking certification in other states are responsible for obtaining certification information and requirements from those specific states. Before candidates can petition for New York State teacher certification, they must provide evidence that all NYS required tests have been passed. Office of Teaching Initiatives Certification New York State Certification In order to qualify for New York State certification, all teacher candidates must (continued) Anticipated requirements for candidates graduating or applying for a certificate on or after May 1, 2014 All candidates for the Initial or Transitional B teaching certificate may take the current Content Specialty Test in their field. Candidates who do not pass the current CST prior to implementation of the new CST will have to pass the new CST. (See When will the new exams be available, below.) 9 Candidates who apply for their first Initial certificate on or after May 1, 2014 including candidates who will graduate from an approved teacher preparation program on or after May 1, 2014 should not take the LAST or the ATS-W. These candidates will be required to pass the new Teacher Performance Assessment, Educating All Students test, and Academic Literacy Skills Test.

9 What is going to be covered on the new exams? To enable program administrators and faculty to adjust their curricula and prepare their candidates to pass the new exams, the Department will post test frameworks that outline in detail the material that each test will cover, as well as the performance standards for each test. During the spring 2012 semester, we plan to post preliminary frameworks and scoring rubrics for the Teacher Performance Assessment, the Academic Literacy Skills test, the Educating All Students test, and the new School Building Leader exam at The framework for each new CST will be published well before the first administration date. The School of Education cannot take responsibility for changes mandated by New York State s Department of Education. Additional information regarding the new exams and other NYSED initiatives in educator preparation and certification can be found at 10

10 Admission to and Progression in the Teacher Education Programs Initial Post Baccalaureate Level Master of Science in Teaching (MST) Application Process Admission to the initial post baccalaureate level teacher education programs requires: A baccalaureate degree from an accredited institution verifying the completion of a liberal arts major or 30 credit concentration in an academic area of the New York State learning standards and that meets the standards of a particular specialized professional association (e.g. NCSS, NCTE, NCTM, NSTA) An overall GPA of 3.0 or higher: GRE or MAT scores (for an overall GPA between 2.8 and 2.99) and a GPA of 2.75 or higher in the major Submission of a supervised writing sample Completion of the Liberal Arts and Sciences Test (LAST, NYS Teacher Certification Examination) Submission of three references The Director of Graduate Education reviews the application and notifies applicants of the outcome of the admission decision. 11

11 Progression in the Master of Science in Teaching Program MST Teacher education advisors monitor candidates progress through the program. Candidates are responsible for regularly updating their folders in the graduate teacher education office as they complete program requirements. Candidates performance in the MST program is reviewed at the end of the first fall semester when they apply for matriculation. To continue in the MST program, candidates must apply for matriculation after completing nine credits and: Maintain the required level of academic performance: A minimum GPA of 3.0. By the end of the first fall semester: Submit two copies of the application for admission to student teaching. By the end of the first spring semester candidates must submit to the Graduate Office of Education in the PRC: 1. an academic reference from a teacher education faculty member 2. apply for fingerprint clearance 3. register for certification on the NYSED TEACH website The Director of Graduate Education reviews the application for matriculation. Candidates who fail to meet the requirements are notified in writing by the Director of Graduate Education who schedules an interview for the candidate with the Candidate Review Committee. The purpose of the interview is to assist the candidate in developing realistic goals and plans. Candidates are notified in writing of the outcome of the interview. 12

12 Admission to Student Teaching: MST During the first fall semester MST candidates make a formal application for admission to student teaching. Applications may be obtained in the Professional Resource Center (PRC, Borelli Hall). Directions for submitting the application are explained on the cover sheet. When the applications are received, the Director of Clinical Experiences reviews the candidates teacher education folders. To be admitted to the student teaching, candidates must Maintain the required level of academic performance: A minimum GPA of 3.0 Pass the New York State ALAST Pass the appropriate CST Before the end of the first summer semester MST candidates must submit the following artifacts to the Graduate Office of Education (located in the PRC): a graded rubric of a Candidate Work Sample: Tutoring Report an evaluation by a field experience classroom teacher documentation of completed field experiences a professional development packet of three documentation papers scores from the Content Specialty Test (CST) and other tests deemed appropriate Candidates who meet the above requirements are admitted to student teaching. The Director of Clinical Experiences conducts an orientation with candidates to help them select school placements. Candidates who fail to meet the requirements are notified by the Director of Clinical Experiences who schedules an interview with the Candidate Review Committee. The purpose of the interview is to assist the candidate in developing realistic goals and plans. Candidates are notified in writing of the outcome of the interview. Completion of Student Teaching in the MST program requires: Completion of the Action Research Project Summative evaluation by the college supervisor indicating that the candidate has met the performance standards identified in the Performance Evaluation Handbook. Summative evaluations by all cooperating teachers indicating that the candidate has met the performance standards identified in the Performance Evaluation Handbook. Completion of the MST Teacher Education Program requires: Successful completion of student teaching A minimum GPA of 3.0 in required courses Completion of the required NYS Teacher Certification Examinations Completion of the Seminar on Identification and Prevention of Child Abuse Completion of the Seminar on the Prevention of Violence and Prevention of Child Abduction Completion of the Seminar regarding Dignity for All Students (DASA) Fingerprint clearance 13

13 All students (even those not seeking NYS certification) must take all required NYSTCE tests. Those students seeking certification in other states are responsible for obtaining certification information and requirements from those specific states. New Exams Teacher Performance Assessment (Portfolio) Teacher Educating All Students Test Academic Literacy Skills Test Revised Content Specialty Tests Anticipated requirements for qualified candidates who apply for a certificate on or before April 30, 2014 and qualified candidates who apply via the Individual Evaluation pathway prior to September 1,

14 General Education Requirements Curriculum of the Teacher Education Programs Initial Baccalaureate Level General Requirements may change, depending on NYS mandates. Please check with your adviser in School of Education for the most up-to-date course requirements. All candidates in the initial baccalaureate level teacher education programs complete the general education requirements in the liberal arts and sciences. This core set of courses, along with a liberal arts concentration or major, gives candidates a knowledge base to teach to the New York State Learning Standards. The general education requirements include study in four areas: Area I: Language, Culture & Communication English 101, English 102 Writing & Literature Foreign Language Fine Arts or Music Communication Arts 1 6 credits 6 credits 6 credits 3 credits Area II: Humanities Philosophy Religion 3 credits 3 credits Area III: Social Sciences American History/Political Science 3 Geography 2 & 3 European/Non-Western History 3 credits 3 credits 3 credits Area IV: Science & Mathematics Science Math 101 Math 2 Computer Science 1 6 credits 3 credits 3 credits Total: 48 credits 1 Candidates in the teacher education programs are exempt from these requirements. Competencies in communication and information retrieval are developed in all education courses. 2 These courses are only required for candidates in the teacher education programs. They are not part of the College-wide general education requirements. 3 These requirements must be selected from a list of courses approved by the School of Education 15

15 General Education Requirements for Liberal Arts Concentration or Major: Candidates in the Inclusive Elementary Education Program or the Special Education Program complete a 30-credit concentration in the liberal arts and sciences. Candidates may select a concentration in English, Mathematics, Social Science, History, Science and Technology, or Spanish. Candidates in the Inclusive Secondary Education Program complete a major in the liberal arts and sciences. Candidates may select a major in English, Mathematics, Social Science, Biology, Natural Science with a specialization in Biology, Natural Science with a specialization in Chemistry, or Spanish. 16

16 Pedagogy Requirements Inclusive Childhood Education Program: Unless otherwise noted, all courses are 3 credits. All courses include a fieldwork component. Area I: Child Development & Learning ED 206 Child Psychology ED 212 Educational Psychology EDSP 241 Exceptional Children ED 213 Issues in Education EDSP 344 Strategies for Behavior Management EDSP 350 Issues & Strategies in Assessment Area II: Methodology EDEL 232 Literature for Children EDEL 240 Curriculum for Inclusive Classrooms EDEL 312 Social Studies Methods for Inclusive Classrooms EDEL 313 Math Methods for Inclusive Classrooms EDEL 314 Science & Technology Methods for Inclusive Classrooms EDEL 326 Literacy: Reading Methods for Inclusive Classrooms EDEL 327 Literacy: Writing Methods for Inclusive Classrooms Area III: Student Teaching ED 415 Student Teaching ED 420 Seminar on Reflective Teaching 9 credits 3 credits Total: 51 credits Candidates seeking dual certification in Childhood 1-6 & Special Education complete the Inclusive Elementary Education Program and three additional courses in special education. EDSP 345 Autism and Low-Incidence Disabilities EDSP 347 High-Incidence Disabilities EDSP 412 Teaching Methods: High-Incidence Disabilities 3 credits 3 credits 3 credits 17

17 Pedagogy Requirement Inclusive Adolescence Education Program: Unless otherwise noted, all courses are 3 credits. All courses include a fieldwork component. Area I: Child Development & Learning ED 208 Adolescent Psychology ED 212 Educational Psychology EDSP 241 Exceptional Children ED 213 Issues in Education EDSP 344 Strategies for Behavior Management EDSP 350 Issues & Strategies in Assessment Area II: Methodology EDSC 218 Curriculum for Inclusive Secondary Classrooms EDSC 326 Reading in Content Areas EDSC 327 Writing Across the Curriculum One of the following courses according to the certification area: EDSC 320 Math Methods for Inclusive Classrooms 7-12 EDSC 321 Science & Technology Methods for Inclusive Classrooms 7-12 EDSC 322 Social Studies Methods for Inclusive Classrooms 7-12 EDSC 323 English Methods for Inclusive Classrooms 7-12 EDSC 324 Spanish Methods for Inclusive Classrooms 7-12 Area III: Student Teaching ED 415 Student Teaching ED 420 Seminar on Reflective Teaching 9 credits 3 credits Total: 42 credits 18

18 Curriculum of the Teacher Education Programs Initial Post Baccalaureate Level MST Liberal Arts Concentration or Major Requirements: MST Admission requirements ensure that candidates enter the initial post baccalaureate level teacher education programs with a baccalaureate degree and have completed a general education core that includes a minimum of 6 credits in each of the following areas: English, science, social studies, mathematics, and a language other than English. In addition, candidates seeking Childhood Education Grades 1-6 certification have completed a 30-credit concentration in an academic area of the New York State learning standards. Candidates seeking Adolescence Grades 7-12 certification have completed a major in an academic area of the New York State learning standards that is aligned with the standards of a particular specialized professional association (e.g. NCTE, NCTM, NSTA, NCSS). Pedagogy Requirements Candidates in the MST Inclusive Childhood Education Program complete a pedagogy core in three areas: Area I: Child Development & Learning GED 2101 Psychology of Learning/Models of Teaching GED 2102 Reading and Language Development GESP 2601 Exceptional Children GED 2103 Historical and Contemporary Issues in Education GESP 2602 Classroom Organization and Management GESP 2603 Assessment: Principles and Practices Area II: Methodology GED 2104 Reading and Writing Across the Curriculum GED 2105 Social Studies: Teaching Strategies for Inclusive Classrooms GED 2106 Mathematics: Teaching Strategies for Inclusive Classrooms GED 2107 Science & Technology: Teaching Strategies for Inclusive Classrooms Area III: Student Teaching GED 2100 Student Teaching GED 2108 Action Research and Evaluation GED 2109 Comprehensive: Action Research (completed during GED 2108) 6 credits 3 credits 0 credits Total: 39 credits 19

19 MST Childhood 1-6 and Special Education Program Candidates seeking dual certification must complete the Inclusive Childhood Education program and two additional courses: Courses unless otherwise noted are 3 credits and require fieldwork. GESP 2605 Autism and Low Incidence Disabilities GESP 2606 Teaching Methods: Mild/Moderate Disabilities *These courses include a requirement for field experiences. 20

20 MST Inclusive Secondary Education Program Courses unless otherwise noted are 3 credits and require fieldwork. Area I: Child Development & Learning GED 2101 Psychology of Learning/Models of Teaching GESP 2601 Exceptional Children GED 2103 Historical and Contemporary Issues in Education GED 2403 Teaching Adolescents: Issues in Learning GESP 2410 Classroom Organization and Management: Adolescent Classrooms GESP 2603 Assessment: Principles and Practices Area II: Methodology GED 2401 Writing Across the Curriculum: Teaching Strategies for Inclusive Adolescent Classrooms GED 2402 Reading Across the Curriculum: Teaching Strategies for Inclusive Adolescent Classrooms One of the following courses according to the certification area: GED 2404 English: Teaching Strategies for Inclusive Adolescent Classrooms GED 2405 Mathematics: Teaching Strategies for Inclusive Adolescent Classrooms GED 2406 Social Studies: Teaching Strategies for Inclusive Adolescent Classrooms GED 2407 Science: Teaching Strategies for Inclusive Adolescent Classrooms GED Spanish: Teaching Strategies for Inclusive Adolescent Classrooms Area III: Student Teaching GED 2400 Student Teaching GED 2408 Action Research and Evaluation GED 2409 Comprehensive: Action Research ( in GED 2408) All courses include a requirement for field experience 6 credits 3 credits 0 credits 36 credits 21

21 Academic Advisement Initial Baccalaureate Program As soon as applicants are accepted into the School of Education, they are assigned advisors who are members of the School of Education faculty. These advisors are in addition to the faculty advisor assigned by the Director of Academic Advisement at college admission. Candidates in the initial baccalaureate Adolescence Education Programs are also assigned a second advisor who specializes in the area of their liberal arts major. Advisors names, office locations, and office hours are posted on the bulletin board outside the Academic Advisement Office in Spellman Hall. Any candidate that does not receive notification of an advisor should contact the Office of Undergraduate or Graduate Education. Initial Post Baccalaureate Program: MST At admission, candidates receive a curriculum sheet indicating the courses required to complete the MST degree. Candidates are assigned an advisor who is a member of the graduate teacher education faculty. Candidates meet with advisors on a regular basis to verify their good standing in the program and for registration purposes. Advisement Guidelines Each semester, approximately two weeks before the dates set for registration, candidates must meet with their assigned advisors to discuss their progress in the teacher education program and to plan their course of study for the coming semester. Customarily, each candidate should: Make an appointment with assigned advisor Candidates are responsible for making appointments with their advisors as soon as they receive their registration packets in the mail and well in advance of the date for registration. Most advisors post appointment sign-up sheets on their office doors. Plan a tentative schedule of courses Prior to the appointment with the advisor, candidates should work out a tentative schedule of courses. The curriculum sheet for their program of study, information about course prerequisites in the College Catalog, and the information in this Handbook, will assist candidates in planning a tentative schedule. Meet with advisor Candidates must bring three things to their appointment: their personal teacher education folder which contains their acceptance to the division letter, copies of rubrics already submitted to the PRC, any student transcripts, copies of fieldwork logs and professional development activities, the appropriate registration packet, and tentative schedule. Candidates should arrive promptly for their appointment and have the required materials ready. During this meeting, the advisor will also review the candidate s progress in meeting the requirements of the teacher education program. Follow through Although advisors will remind candidates about program requirements, it is the candidate s responsibility to know what the requirements are, to meet those requirements and to keep the teacher education folder up-to-date. 22

22 Programs of Study Inclusive Childhood Education Program: Grades 1-6 The St. Thomas Aquinas College Inclusive Childhood Education Program prepares educators who are informed decision-makers who create effective learning opportunities for all students. Candidates are provided with coursework and field experiences designed to develop the competencies that underlie effective practice in education based on the standards validated by childhood education professionals. These competencies articulate the childhood education curriculum and prepare candidates to design interventions that address the learning needs of all students. The St. Thomas Aquinas College Inclusive Childhood Education Program is committed to preparing educators who value their roles in the education community and who recognize their responsibility to advance their professional knowledge and skills. They are educators that promote learning for all students. Learning Outcomes 1. Student Centered Environment An understanding of human development and of the diverse individual and contextual factors that influence motivation and learning, and the ability to differentiate instruction to promote student learning. An understanding of classroom organization and management, and the ability to design and maintain safe and mutually respectful learning environments that support student motivation, social interaction and learning. 2. Knowledge Centered Environment An understanding of the disciplines and their specific pedagogy, and the ability to organize and express knowledge in multiple ways to promote mastery of content. An understanding of learning as a socially-mediated, constructive process, and the ability to use evidence-based instructional methods and emerging technologies to support learning, problem-solving, and critical thinking. 3. The Use of Assessment to Support Learning An understanding of assessment as an ongoing process involving multiple sources of information and varied assessment techniques, and the ability to design/select assessments to monitor and evaluate student progress. An understanding of how assessment informs instruction, and the ability to use assessment data to adjust instruction to support student learning. 4. Professional Practices An understanding of the importance of effective interpersonal relationships and ethical practice, and the ability to collaborate with students, parents, colleagues, and the community to promote students learning and well being. An understanding of the use of self-evaluation and reflection as tools for professional growth, and the ability to use the resources within the school and broader professional community as supports for growth as a teacher and leader 23

23 Inclusive Childhood Education Program: Grades 1-6 Course of Study The initial baccalaureate level Inclusive Childhood Education Program includes two components: 1. Study of the Liberal Arts a. General Education Requirement b. Concentration in a Liberal Arts area 2. Study of Pedagogy a. Child Development and Learning b. Methodology c. Student Teaching Candidates who complete the baccalaureate level program are prepared to teach students in grades 1-6 and are eligible for New York State teacher certification in the area of Childhood Education Grades 1-6. A recommended sequence of study is contained in the chart on the following page. Candidates should refer to the curriculum sheets for specific courses required under the selected concentration. 24

24 Inclusive Childhood Education Program: Grades 1-6 Initial Baccalaureate Level Sequence of Study Year Fall Semester Spring Semester Freshman ENG 101 Foreign Language I Math 101 or higher American History or Political Science Science ENG 102 Foreign Language II Religion Science ED 206 Child Psychology European or Non Western History Sophomore Junior Senior ENG Writing & Literature Geography Math credits in concentration ED 212 Educational Psychology EDSP 241 Exceptional Children Philosophy 9 credits in concentration EDEL 312 Social Studies Methods for Inclusive Classroom EDSP 350 Issues & Strategies in Assessment 6 credits in concentration EDEL 314 Science & Technology Methods for Inclusive Classrooms EDEL 326 Literacy: Reading Methods for Inclusive Classrooms EDSP 344 Strategies for Behavior Management ENG Writing & Literature Art or Music 3 credits in concentration EDEL 240 Curriculum for Inclusive Classrooms ED 213 Issues in Education EDEL 232 Literature for Children 9 credits in concentration EDEL 313 Math Methods for Inclusive Classroom EDEL 327 Literacy: Writing Methods for Inclusive Classroom ED 415 Student Teaching ED 420 Seminar on Reflective Teaching Candidates generally take five courses (15 credits) each semester. Where six courses are listed, it is expected that the candidate will take the extra course during summer or winter sessions. Candidates must take EDEL 326 and EDEL 327 across two semesters. They may take only one of these courses during any one semester. Candidates seeking Childhood Education Grades 1-6 certification are required to complete 100 hours of field experiences in classrooms serving students in grades 1-6, including 30 hours in a diverse setting and including 15 hours in a special education setting. The field experience requirement must be completed prior to student teaching. 25

25 Inclusive Childhood and Special Education Program Initial Post Baccalaureate Level MST Sequence of Study: candidates are asked to review the course schedule carefully with their adviser and on the STAC.edu website, as some courses may not be offered each semester. At the post baccalaureate level, the Inclusive Childhood Education Program leads to the Master of Science in Teaching degree. Candidates who complete the post baccalaureate level program are prepared to teach students in grades 1-6 and are eligible for New York State teacher certification in the area of Childhood Education Grades 1-6. Candidates seeking dual certification take two additional special education courses complete 39 credits in pedagogy course work, including 9 credits in student teaching. A recommended sequence of study is for the Childhood 1-6 & Special Education program is contained in the chart below. Fall 9 credits GED 2101 Psychology of Learning/Models of Teaching GED 2102 Reading and Language Development GESP 2601 Exceptional Children Winter Interim 3 credits online Spring Semester 9 credits GED 2103 Historical and Contemporary Issues in Education: Online GED 2104 Reading and Writing Across the Curriculum (Prerequisite: GED 2102: Reading and Language Development) GED 2105 Social Studies: Teaching Strategies for Inclusive Classrooms GESP 2603 Assessment: Principles and Practices Pre-Summer 6 credits GED 2106 Mathematics: Teaching Strategies for Inclusive Classrooms GESP 2602 Classroom Organization and Management Summer 9 credits Fall Semester II 9 credits Requirements Prior to Student Teaching GED 2107 Science and Technology: Teaching Strategies for Inclusive Classrooms *GESP 2606 Teaching Methods: Mild/Moderate Disabilities *GESP 2605 Autism and Low Incidence Disabilities * courses required for Childhood 1-6 & Special Education (Dual Certification) GESP 2600 Student Teaching GESP 2608 Action Research and Evaluation GESP 2609 Comprehensive: Action Research Project This project is completed during the Action Research and Evaluation course 150 hours of field experience: 100 hours (including 30 hours in a diverse setting) in Childhood 1-6 classrooms AND 50 hours in special education classrooms Complete all Prerequisite courses Complete all courses except GESP 2608 Complete all required New York State Teacher Certification Exams 26

26 Childhood 1-6 and Special Education Program (Students with Mild Disabilities Grades 1-6) The St. Thomas Aquinas College Special Education Program prepares special educators who are informed decision-makers who create effective learning opportunities for students with disabilities who can access an individualized general education curriculum. Candidates are provided with educational and field experiences designed to develop the competencies that underlie effective practice in special education as identified in the standards validated by special education professionals. Candidates also develop competencies in the subject areas of the general education curriculum through their completion of the Inclusive Elementary Education Program. These competencies prepare candidates to design interventions that address the diverse learning needs of students with disabilities. The St. Thomas Aquinas College Special Education Program is committed to preparing special educators who value their roles in the education community and who recognize their responsibility to continue to advance their professional knowledge and skills. They are special educators who are dedicated to the improvement of education for all students. Learning Outcomes 1. Student Centered Environment An understanding of human development and of the diverse individual and contextual factors that influence motivation and learning, and the ability to differentiate instruction to promote student learning. An understanding of classroom organization and management, and the ability to design and maintain safe and mutually respectful learning environments that support student motivation, social interaction and learning. 2. Knowledge Centered Environment An understanding of the disciplines and their specific pedagogy, and the ability to organize and express knowledge in multiple ways to promote mastery of content. An understanding of learning as a socially-mediated, constructive process, and the ability to use evidence-based instructional methods and emerging technologies to support learning, problemsolving, and critical thinking. 3. The Use of Assessment to Support Learning An understanding of assessment as an ongoing process involving multiple sources of information and varied assessment techniques, and the ability to design/select assessments to monitor and evaluate student progress. An understanding of how assessment informs instruction, and the ability to use assessment data to adjust instruction to support student learning. 4. Professional Practices An understanding of the importance of effective interpersonal relationships and ethical practice, and the ability to collaborate with students, parents, colleagues, and the community to promote students learning and well being. An understanding of the use of self-evaluation and reflection as tools for professional growth, and the ability to use the resources within the school and broader professional community as supports for growth as a teacher and leader, and skill in using self-evaluation and reflection for the purpose of professional growth. 27

27 Course of Study Initial baccalaureate level Childhood 1-6 and Special Education Program (dual certification) At the initial baccalaureate level, the Special Education Program includes two components: 1. Study of the Liberal Arts a. General Education Requirement b. Concentration in a Liberal Arts area 2. Study of Pedagogy a. Child Development and Learning b. Methodology c. Student Teaching Candidates that complete the initial baccalaureate level program are prepared to teach students with mild disabilities in grades 1-6 and are eligible for New York State teacher certification in the areas of Childhood Education Grades 1-6 and Special Education Grades 1-6. A recommended sequence of study is contained in the chart on the following page. Candidates should refer to the curriculum sheets for specific courses required under the selected concentration. 28

28 Childhood 1-6 and Special Education Program (dual certification) Initial Baccalaureate Level: Sequence of Study Year Fall Semester Spring Semester Freshman ENG 101 Foreign Language I Math 101 or higher American History or Political Science Science Art or Music ENG 102 Foreign Language II Religion Science 3 credits in concentration* ED 206 Child Psychology European or Non Western History Sophomore Junior Senior ENG Writing & Literature Geography Math credits in concentration ED 212 Educational Psychology EDSP 241 Exceptional Children Philosophy 6 credits in concentration EDEL 312 Social Studies Methods for Inclusive Classrooms EDEL 327 Literacy: Writing Methods for Inclusive Classrooms EDSP 347 High-Incidence Disabilities 9 credits in concentration EDEL 314 Science & Technology Methods for Inclusive Classrooms EDSP 412 Teaching Methods for High- Incidence Disabilities ENG Writing & Literature 3 credits in concentration* EDEL 240 Curriculum for Inclusive Classrooms ED 213 Issues in Education EDEL 232 Literature for Children EDSP 345 Low-Incidence Disabilities 6 credits in concentration EDEL 313 Math Methods for Inclusive Classrooms EDEL 326 Literacy: Reading Methods for Inclusive Classrooms EDSP 344 Strategies for Behavior Management EDSP 350 Issues & Strategies in Assessment ED 415 Student Teaching ED 420 Seminar on Reflective Teaching Candidates generally take five courses (15 credits) each semester. Where six courses are listed, it is expected that the candidate will take the extra course during summer or winter sessions. Candidates are required to complete 150 hours of field experiences in classrooms serving students in grades 1-6, including 30 hours in a diverse setting. A minimum of 50 hours must be completed in classrooms serving students with disabilities in grades 1-6. The field experience requirement must be completed prior to student teaching. Candidates must take EDEL 326, EDEL 327 and EDSP 412 across three semesters. They may take only one of these courses during any one semester. 29

29 Inclusive Secondary Education Program Adolescence Grades 7-12 The St. Thomas Aquinas College Inclusive Adolescent Education Programs prepares educators who are informed-decision makers and who create effective learning opportunities for all students. They are facilitators of active learning for diverse, inclusive communities of learners. Candidates are prepared to teach in environments that are technologically advanced. They are provided with educational and field experiences to develop competencies identified in performance-based standards developed by professional societies for the disciplines. The St. Thomas Aquinas College Inclusive Adolescent Education Program is designed to ensure that graduates of the program have achieved a level of academic mastery of the subjects they will teach. In addition, graduates are educators who have achieved a level of excellence in teaching that allows them to meet the academic and social needs of learners in diverse, inclusive classrooms, to utilize appropriate technology, and to develop collaborative partnerships with students, parents and other professionals. They are able to reflect on and refine best practices, have developed a professional conscience and seek to engage in scholarly endeavors. Learning Outcomes: 1. Student Centered Environment An understanding of human development and of the diverse individual and contextual factors that influence motivation and learning, and the ability to differentiate instruction to promote student learning. An understanding of classroom organization and management, and the ability to design and maintain safe and mutually respectful learning environments that support student motivation, social interaction and learning. 2. Knowledge Centered Environment An understanding of the disciplines and their specific pedagogy, and the ability to organize and express knowledge in multiple ways to promote mastery of content. An understanding of learning as a socially-mediated, constructive process, and the ability to use evidence-based instructional methods and emerging technologies to support learning, problem-solving, and critical thinking. 3. The Use of Assessment to Support Learning An understanding of assessment as an ongoing process involving multiple sources of information and varied assessment techniques, and the ability to design/select assessments to monitor and evaluate student progress. An understanding of how assessment informs instruction, and the ability to use assessment data to adjust instruction to support student learning. 4. Professional Practices An understanding of the importance of effective interpersonal relationships and ethical practice, and the ability to collaborate with students, parents, colleagues, and the community to promote students learning and well being. An understanding of the use of self-evaluation and reflection as tools for professional growth, and the ability to use the resources within the school and broader professional community as supports for growth as a teacher and leader 30