1 98 In each graduate program offered at Wheelock College, students explore the fundamental theories, research, and practice of the professions serving children and their families. Each program involves the study of development and learning within a cultural context, as well as a critical consideration of existing knowledge. This includes re-evaluation of the historical and contemporary significance of race, culture, social class and gender. The developmental perspective advanced at Wheelock responds to the contributions of scholars, students, educators, human service professionals, and to the children, families, and communities whose challenges and achievements guide their efforts. In practice, this perspective considers human development to be an integration of thinking, feeling, communicating, and acting in a dynamic environment. In their graduate programs, Wheelock students concentrate on chosen areas of specialization. Critical understanding of the practices and research methods in the professions enables students to identify problems for study and to use diverse methods of inquiry to seek and implement solutions. Encouraging original and creative scholarship, the graduate programs advance and strengthen the Wheelock mission. Recent years have brought about dramatic changes in the structure of American families and in the lives of children. These changes have served to highlight both the complexity and importance of Wheelock s mission. The increasing complexity of carrying out that mission in a multiracial, multicultural society, the national movement to rethink teacher education, and Wheelock s commitment to educating professionals for the 21st century have led the faculty and administration of Wheelock College to develop the following curriculum. POST-BACCALAUREATE NON-DEGREE PROGRAMS COURSE CLUSTERS: CONTINUING STUDIES FOR TEACHERS In 2007, the MA Department of Elementary and Secondary Education approved three clusters of courses that will contribute to the advancement of an Initial license to the Professional level for teachers with a masters degree, and after other state requirements for work experience and mentoring are fulfilled. The three approved course clusters are in ELL/ESL, Reading, and Special Education. (An approved course cluster does not lead to a new Initial license without a practicum and other requirements.) 12-credit Course Cluster in Teaching English Language Learners a Second Language (advances an Initial license in Early Childhood, Elementary, or Special Education to the Professional Level). The four 3-credit courses are:
2 12-credit Course Cluster in Reading (advances an Initial license in Early Childhood, Elementary, ELL or ESL, or Moderate Disabilities to the Professional Level). The four 3-credit courses are: Individualized Instruction in Literacy credit Course Cluster in Special Education (advances an Initial license in Early Childhood, Elementary, ELL or ESL to the Professional Level. The five courses are: NON-DEGREE SPECIALIZATIONS OR CERTIFICATE PROGRAMS CERTIFICATE IN ORGANIZATIONAL LEADERSHIP (12 CREDITS) of current nonprofit leaders will retire and their organizations are not involved in succession planning or training of the next generation of leaders. This is also true of higher education where we will be seeing a generational shift in leadership. As these shifts are approaching, more opportunities will be opening up for people interested in taking on leadership positions and responsibilities in these institutions. The Certificate Program is designed to address this emerging need by providing students with the theory, skills, knowledge and hands-on experience to you for advancement in the nonprofit and higher education management and leadership. PROGRAM: PART TIME Semester 1 (Fall) Semester 2 (Spring) Planning, Evaluation and Marketing Development
3 CERTIFICATE IN PARENTING EDUCATION (15 CREDITS) 100 Increasingly, parenting education is being recognized as an appropriate strategy for supporting parents and parents-to-be, and as a foundation for raising healthy children and families. There is a high demand for knowledgeable, skilled professionals in this developing field. In this program, professionals who work with families in supportive, educational and therapeutic capacities will gain knowledge of the issues and concerns of parents, and of how to respond to these concerns; gain an understanding of how adults grow and develop and of the developmental stages of parenting; and gain the skills needed to work more effectively with parents individually and in groups. CHILD AND FAMILY STUDIES (12 CREDITS) ELECTIVE COURSES (3 CREDITS) with support from their academic advisor. MASTERS DEGREE PROGRAMS EDUCATION PROGRAMS (FOR ASTATE LICENSE/ CREDENTIAL) GRADUATE EDUCATOR PREPARATION AT WHEELOCK COLLEGE. underlie the work of professionals involved with children, families and communities. These professional characteristics include commitment to a principled, democratic, multi-racial and multicultural society; knowledge of the historical and philosophical roots of care and education and family support; and dedication to working with parents as the child s first teachers and support. Students will increase their knowledge of human development, and research methods, as well as develop skills to work effectively with children and families from diverse backgrounds. Students in Education will also learn curricular design, instructional and assessment strategies, subject matter, and how to critically evaluate their own teaching philosophies. Students in Child Life will learn how to support the psychological and developmental needs of children and families, and will develop skills as child development specialists, interdisciplinary team members and health educators. Each program in this school consists of core courses in human development, multiculturalism, and research, a practicum, field experience or internship, programspecific courses and, in some cases, electives. Students work closely with an academic advisor during their experience at Wheelock. Students may pursue study on a full-time
4 or part-time basis, except during the semesters of supervised practica when full-time enrollment is necessary in most programs. Entry level career opportunities in education include early childhood, elementary, or special needs teachers for a variety of public and private settings (including school-age middle schools, as well as afterschool programs in public schools and agencies). An advanced Teacher of Reading program is offered for experienced teachers who wish to become reading specialists or who want more experience in this area as a classroom teacher. 101 Early Childhood. Two initial level masters degrees are offered by the Early Childhood Department that focus on birth through age eight and offer different emphasis and credentials for teaching practice. (1) The Early Childhood Inclusive Classroom Teacher Program leads to the MA Department of Elementary and Secondary Education PreK-2 license, and (2) The Early Care and Education Program that leads to the MA Department of Early Care and Education Infant/Toddler or PreK/K credential. A third choice in Early Childhood is the Masters in Early Care and Education Continuing Practitioner Program which offers initial level continued studies in early care, designed for two groups: newly licensed teachers at the primary level (PreK-2), practice, and who want to combine continued early childhood studies with several courses in another area (ESL, Reading, or Special Education) that will contribute to the advancement of their Initial license to the Professional level after they have taught for three or more years and completed other state requirements. The second group is experienced early care practitioners who have not completed an initial level program of study in their field. Elementary and Special Education. The integrated program meets all requirements Associations (AECI and CEC), and includes a 12-credit cluster in Special Education that is approved to advance an Initial Early Childhood, Elementary, or English as a Second Language license to the Professional level when other state requirements for teaching experience and mentoring have been met. Teacher of Reading. Teachers with at least one year of experience under an Initial license (from Massachusetts or another state) can pursue the advanced specialist Teacher of Reading program, which is nationally recognized by the International Reading Association and leads to MA Department of Elementary and Secondary Education Teacher of Reading (All Levels) Initial license. The Teacher of Reading Masters is also state-approved to advance an Initial teacher license to the Professional level when all state requirements for experience and mentoring have been met.
5 NON-LICENSURE EDUCATION MASTERS PROGRAMS: INITIAL LEVEL PROFESSIONAL DEVELOPMENT 102 For Prospective/New/Experienced Teachers or Non-Educators The Educational Studies Masters Program in Elementary or Special Education, and the Language and Literacy Masters Program: Offer prospective teachers or non-educators entry level opportunities, more flexible programs of study that are not full educator preparation programs and do not lead to a license or credential. These programs can also be combined with any of the specializations or course clusters offered ADVANCED PROFESSIONAL DEVELOPMENT For Experienced Teachers. Teacher of Reading. Offers advanced professional development for experienced teachers through the Teacher of Reading Masters Program that has a multicultural focus, leads to the Advanced Specialist Teacher of Reading Initial License (All Levels). The Teacher of Reading Program, offered by the Language and Literacy Department, is state approved for the Teacher of Reading (All Levels) Initial license, as well as approved to advance an Initial license in Early Childhood, Elementary, ESL/ELL, or Moderate Disabilities to the Professional level for a teacher with one year of experience under that Initial license. There are no prior degree requirements for entrance to the Teacher of Reading Program beyond the baccalaureate. The program is reviewed and and off campus in Attleboro, MA. Social Work. Designed to educate a diverse group of students who are committed to leadership that effects change in the social conditions of children and their families, especially those most discriminated against, oppressed, and disadvantaged. Students will be prepared for advanced, justice-based social work practice through a series of required and elective courses that will provide them for a strengths and community-based, interprofessional approach to social work practice. The 2-year Social Work Masters Program is fully accredited by th e Council of Social Work Education (CSWE), the professional accrediting organization for all social work programs in the USA. Child Life. Offers entry level career opportunities at the graduate level, as well as more advanced study for those who are already certified as Child Life specialists. Family Studies Masters Programs. NATIONAL OR STATE CREDENTIALS IN EDUCATION, SOCIAL WORK, AND CHILD LIFE Educator Licensure Early Childhood students may use program courses and experiences to apply for and obtain the Massachusetts Department of Early Education and Care (EEC) credentials for Infant/Toddler, Preschool Teacher or Lead Teacher, and Child Care Director. Depending on each student s selection of courses and practica, Masters program graduates may fulfill requirements for the Massachusetts Department of Elementary and Secondary Education (ESE) Initial Licensure for: Early Childhood Teacher of Children with and without Disabilities (PreK-2)
6 Teacher of Reading (All Levels), an advanced specialist license Requirements for the first teacher license in Massachusetts include a baccalaureate degree, completion of a state approved preparation program, and passing scores on all license-specific Massachusetts Tests for Educator Licensure (MTEL). Applying for an educator license in Massachusetts is a three-step process: apply online for the license; authorize the registrar to forward a final transcript and other forms to the state department; and provide the registrar with an official undergraduate transcript, unless the baccalaureate was completed at Wheelock. The Initial teacher license is good for five years of employment, beginning when the teacher accepts a position that requires the license. After three to five years of teaching, licensure is retained by advancing the Initial license to the Professional level. The Professional license is renewed every five years. Wheelock offers masters and non-degree options for teachers who seek to advance an Initial Early Childhood, Elementary, ESL, or Special Education license to the Professional level. The non-degree opportunities are not full preparation programs. The College offers courses, workshops, and summer institutes that can contribute to the experiences required of teachers who renew the Professional educator license in five recertification. Social Work Licensure Completion of the MSW degree provides eligibility to sit for the intermediate licensure A Social Work Masters Degree qualifies a graduate for the Massachusetts Department of Elementary and Secondary Education School Social Worker license, if the graduate has passed the Communication and Literacy Skills MTEL exam (both the Reading Child Life Certification Program or the program with Advanced Standing are eligible to sit for the Child faculty advisor. Graduate Teaching Internships a limited number of yearlong paid internships for early childhood, elementary, and special education teacher candidates. In addition, some other communities offer paid internships for graduate students in these programs. These stipends vary according to site and a student s credentials. 103 Since students must complete three prerequisite courses before beginning an internship as they have made a deposit to attend Wheelock, and have discussed their program of
7 study with their academic advisors. The placement process, which can take up to two months, should begin by March as public schools close in June and it is difficult to interview in the schools after May. 104 PROGRAMS OF STUDY EARLY CHILDHOOD EDUCATION The Early Childhood Education Department offers two graduate programs on the Childhood Education (PreK-2), and the Masters in Care and Education in Early MASTERS IN EARLY CHILDHOOD EDUCATION cohort model, the nationally recognized Early Childhood Education (PreK-2) Masters Program is designed to prepare professionals who wish to pursue careers in public based early care and education settings. Students develop skills in curriculum design, observation and assessment, communication, collaboration, responding to diverse learning styles, and classroom management. Emphasis is placed on a commitment to equity in a multi-racial and multicultural society, working in partnership with families, fully integrating children with special needs into the learning environment, and collaboration with community agencies. To be eligible for state licensure through this program, students must meet all program requirements, including successfully passing the Massachusetts Tests for Educator Licensure (MTEL). The license enables educators to work in diverse settings, including inclusive pre-k-2 public school settings Students follow a sequence of two semesters of student teaching experience in early childhood settings: one practicum in a kindergarten or a pre-kindergarten level site and one in a 1 st or 2 nd grade site, one of which must include children with special needs. Students may begin their course work on a part-time basis, but must enroll full-time complete the program in four semesters, and are strongly encouraged to begin in the spring or summer. All students should meet with their advisors to develop a study plan, as there is a sequence of courses that must be maintained. Preference is given to applicants who have previous experience working with children and families, preferably with a major in the Arts and Sciences or an equivalent.
8 Licensure: Massachusetts Department of Elementary and Secondary Education Early Childhood: Teacher of Students With and Without Disabilities (PreK-2) Initial Licensure. Total Credits: ENTRANCE TO PROGRAM: ORIENTATION TO EDUCATION PROGRAMS 105 CORE COURSES: 9 CREDITS Human development course: Multicultural course: Research course: and PROGRAM COURSES: 25 CREDITS Education PRACTICUM CORE I: or PRACTICUM CORE II: or COMPLETION OF PROGRAM: EDU702 Capstone Course 1 credit Must have passed MTEL Literacy, Communication, Early Childhood Subject, and
9 human development, child psychology, or related fields within five years of entering the program may petition for course exemption and then choose from the full list of human development core courses. 106 MASTERS IN CARE AND EDUCATION IN EARLY CHILDHOOD SETTINGS Massachusetts, the nationally recognized Care and Education in Early Childhood Setting Masters Program is designed for students who will work with young children care givers, classroom teachers, lead teachers, directors, and/or family liaison workers. This program prepares students to work with an increasingly diverse population of children, families and communities. The Care and Education program has two different options: one for beginning early childhood education practitioners and one for continuing practitioners. Beginning practitioners typically are students without an academic background in early beginning practitioner may teach in a private or parochial school or become a children s museum educator, children s publisher, or a childcare center director. At least one 300-hour placement in an appropriate setting is required, and candidates may choose to do an additional hour practicum. This program includes foundation courses in early childhood education including children with special needs, child development, early childhood curricula and multicultural issues. course experience to qualify for the Department of Early Education and Care (EEC) lead teacher credential. This program does not lead to institutional endorsement for a PreK-2 teacher license issued by the Massachusetts Department of Elementary and Secondary Education (SES) Continuing practitioners are students who want to increase their knowledge of early childhood education and may have already obtained an initial teaching license or have an academic background in early education. Certification: Students who have an initial license, the masters degree, and who complete a state approved 12-credit course cluster (in Special Education, Teaching
10 English Language Learners or Reading) as part of their program, may advance their license to the professional level after teaching for three years. Continuing students who have not obtained an initial license may want to pursue careers in early childhood education outside of the public school system. Those students can individually tailor their education plan to meet their specific needs and interests. All students in the Care and Education in Early Childhood Settings program must complete a minimum of 30 credits and may pursue their degree part-time or full-time. Most full-time students complete the program in three-four semesters while most parttime students graduate in two years. Students may choose to begin the program during the fall or summer semester. If you choose to begin your program during the summer degree. 107 Depending on students prior experience and course of study at Wheelock, the Continuing Practitioner option may lead to DEEC Director I certification. Total Credits: 30 BEGINNING PRACTITIONER OPTION ENTRANCE TO PROGRAM: ORIENTATION TO EDUCATION PROGRAMS CORE COURSES: 9 CREDITS REQUIRED Multicultural Course: Research Selective FOUNDATIONAL COURSES: 14 CREDITS REQUIRED Courses must be taken prior to the field experience Education Courses that must be taken after EDU 520 and HDF 504 and may be taken prior to or during the Field Experience or Education COMPLETION OF PROGRAM: 1 CREDIT REQUIRED *Must be taken prior to or concurrently with EDU 520.
11 FOCUS OF STUDY (6 CREDITS) 108 All students must do a focus of study consisting of six credits in related area and drawing from an approved list of focus courses. A focus of study can be selected from the following options or can be constructed by the student in consultation with their academic advisor. All foci of study must be approved by and planned with the academic advisor. Individual courses can not be used to meet more than one program requirement.. SUGGESTED AREAS OF FOCUS Early Child Care Environments Expressive Arts Math, Science and Technology Child Development Early Childhood Curriculum Development Early Childhood Leadership, Policy and Administration CONTINUING PRACTITIONER OPTION This Masters program, is especially for experienced early care educators who have not completed a preparation program in Early Childhood, and for newly licensed educators at the PreK-2 level, who have not had an opportunity to focus on the birth through preschool level and who seek additional initial level courses in a second area (ELL, Reading, Special Education) to contribute to the advancement of their Initial Massachusetts requirements for the Professional license. Required Courses (14 credits required) Development 2 credits the Social Studies and the Arts or Education Selective Courses: 9 credits required (note selectives cannot double count for other requirements) Language/Literacy Selective Research Selective
12 COMPLETION OF PROGRAM: 1 CREDIT REQUIRED FOCUS OF STUDY (6 CREDITS) All students must do a focus of study consisting of six credits in related area and drawing from an approved list of focus courses. A focus of study can be selected from the following options or can be constructed by the student in consultation with their academic advisor. All foci of study must be approved by and planned with the academic advisor. Individual courses can not be used to meet more than one program requirement. Suggested Areas of Focus: Early Childhood Language and Literacy Development Early Child Care Environments Expressive Arts Math, Science and Technology Child Development Early Childhood Curriculum Development Early Childhood Leadership, Policy and Administration AREA OF FOCUS FOR PROFESSIONAL LICENSURE Teachers with an Initial license and a masters degree can advance that license to the Professional level using a state approved 12-credit cluster of content courses. Wheelock provides three state approved clusters for this purpose: ESL/ELL, Reading, and Special Education. ELEMENTARY AND SPECIAL EDUCATION Jointly, the Elementary and Special Education Departments offer five graduate programs. the Masters in Integrated Elementary and Special Education, which Program; an elementary education masters program in a 2-year cohort model ; a Masters in Educational Studies, and a 12-credit advanced professional course cluster in Special Education. 109 MASTERS IN INTEGRATED ELEMENTARY AND SPECIAL EDUCATION (LEADING TO INITIAL LICENSURE TO TEACH IN GRADES 1-6 AND PRE K-8) The nationally recognized Masters of Science in Elementary Education and Special Education (IESE) program leads to institutional endorsement for the Massachusetts license at the initial stage, and prepares educators who wish to work with children in those grades in a public or private school setting.
13 110 The Integrated Elementary and Special Education program incorporates essential elements required of a teacher prepared to meet the needs of all learners. The content areas of mathematics, science, social studies, and language arts are incorporated in the study of curriculum development, assessment, meeting curriculum standards, and differentiating the curriculum for learners working at, above, and below grade level. Teachers acquire the knowledge, skills, and disposition to provide effective special education services which includes understanding the impact of disabilities on learning, assessing children to determine their learning strengths and areas of need, collaborating with the family and team to promote a positive learning environment, and creating adaptations to enable the child to access the general curriculum. This program is designed to prepare both experienced teachers who currently hold a license to teach as well as those new to the field of teaching and education. begin their course work on a part-time basis but must enroll full-time during the semesters in which the internship is completed. Part-time students may complete the program in 2 years. Students follow a sequence of courses and participate in a full-time paid teaching internship with courses meeting in the evening, weekend, and summer. Candidates may also elect to teach in their own inclusive or special needs classroom but Upon entering the program, all students must meet with an advisor to develop a study plan. Preference for admission is given to applicants with prior experience working with children and families, preferably in a group setting. A prerequisite for admission is completion of a major in the Arts and Sciences or its equivalent. Students are required to take the Communication and Literacy Test of the Massachusetts Tests for Educator Licensure (MTEL) no later than the August administration in the first summer of their graduate program. Licensure: Moderate Disabilities (PreK- 12) as a primary Initial license, and they are eligible to apply for a second license upon receipt of the first. Total Credits: PRE-REQUISITES: Students must successfully complete all MTEL requirements which include: ENTRANCE TO PROGRAM: ORIENTATION TO EDUCATION PROGRAMS Support courses available:
14 Core Courses Human Development (choose one)* Multicultural or Research (choose one) RES 723 Teacher as Researcher PROGRAM COURSES SPE 710 Assistive Technology INTERNSHIP PORTFOLIO** 1 credits 111 child development, human development, child psychology, or related fields. Educator Licensure (MTEL) including the Communication and Literacy Skills
15 MASTERS IN ELEMENTARY EDUCATION (LEADING TO INITIAL LICENSURE TO TEACH IN GRADES 1-6) (OFFERED IN OFF-CAMPUS PROGRAM ONLY) 112 The nationally recognized Masters of Science in Elementary Education leads the Massachusetts Department of Elementary and Secondary Education Elementary children in those grades in a public or private school setting. Students increase and develop competencies in the use of their knowledge of subject matter and children s development as they design curriculum; employ strategies for teaching diverse learners; assess student learning and use supervision and reflection to improve their practice. Emphasis is placed on a commitment to promoting equity and achievement in a multiracial, multicultural society, working in partnership with families; and enabling all children to participate fully in the learning environment. This cohort program is completed in two years, including summer semesters. Upon entering the program, all students must meet with an advisor to go over the study plan and to map their MTEL requirements and projected test dates. Preference for admission is given to applicants with prior experience working with children and families, preferably in a group setting. A prerequisite for admission is completion of an accredited baccalaureate degree with a major in the Arts and Sciences or its equivalent. Masters candidates have an opportunity to complete as part of the masters program the state approved 12-credit cluster of courses in special education, approved by the state to advance their Initial license to the Professional level after three years of teaching under the Initial license, and completion of any other state requirements for the Professional license. Elementary Teacher (1-6) Initial Licensure Total Credits: ENTRANCE TO PROGRAM: ORIENTATION TO EDUCATION CORE COURSES: 9 CREDITS Human Development Selective* (choose one) Research selective: (choose one) RES 723 Teacher as Researcher Multicultural course: PROGRAM COURSES: CREDITS
16 or 113 PRACTICUM: 12 CREDITS (300 hours-spring only) COMPLETION OF PROGRAM: 1 CREDIT in child development, human development, child psychology, or related fields may petition for course exemption and select from among all of the human development course offerings. Educator Licensure (MTEL) including the Communication and Literacy Skills limit the number of courses they take while engaged in the practicum or the yearlong internship as the demands of full-time student teaching are substantial when combined with the accompanying coursework. Students should consult with an academic advisor to construct their course sequence. MASTERS OF SCIENCE IN EDUCATIONAL STUDIES-ELEMENTARY EDUCATION Non-Licensure Program Total Credits: 30 CORE COURSES: 9 CREDITS REQUIRED Human Development Selective (choose one) Multicultural Selective Research Selective (choose one)
17 RES 723 Teacher as Researcher 114 SCHOOL OF EDUCATION AND CHILD LIFE COURSES: 4 CREDITS PROGRAM COURSES: 17 CREDITS REQUIRED Students work with an advisor to select courses in Education, Language and education. MASTERS OF SCIENCE IN EDUCATIONAL STUDIES: SPECIAL EDUCATION This program is open to prospective teachers, non-educators, or other students who would like to pursue a Masters Degree but are not interested in obtaining state licensure as a teacher of students with moderate disabilities. Students work with an advisor to develop a program of study with three required courses and specialized area of special education. Non-Licensure Program Total Credits: 30 ENTRANCE TO PROGRAM: ORIENTATION TO THE SCHOOL OF EDUCATION AND CHILD LIFE PROGRAMS CORE COURSES: 9 CREDITS REQUIRED Human Development Selective (choose one) Multicultural Selective Research Selective (choose one) OTHER EDUCATION COURSES: 5 CREDITS PROGRAM SPECIALTY COURSES: 16 TOTAL CREDITS PROGRAM REQUIREMENTS: 4 CREDITS
18 PROGRAM SELECTIVES: 12 CREDITS Students select from the following courses to develop a program specialty in special education: SPE 710 Assistive Technology 1 credit 115 ADVANCED PROFESSIONAL COURSE CLUSTER IN SPECIAL EDUCATION The Advanced Professional 12-credit Course Clusters at Wheelock College are designed to help teachers who have a masters degree and Initial licensure move to Professional status. The APCC in Special Education is designed for those teachers with Initial licensure in early childhood education, elementary education, and English as a second language. This 12-credit course cluster helps teachers to develop expertise in teaching children with exceptional learning needs in diverse settings. (The 12-credit course clusters are offered with permission of the Massachusetts Department of Elementary and Secondary Education to advance Initial license to the Professional level. Teachers who hold Initial licensure in special education (Teacher of Students with Moderate Disability) should consider the APCC in Reading or Teaching English Language Learners/English as a Second Language. Required Courses: SPE 710 Assistive Technology 1 credit LANGUAGE AND LITERACY The Language and Literacy Department offers several graduate programs: a Teacher of Reading masters degree program which leads to Massachusetts Educator Licensure for all grade and age levels and is delivered either full time or part time on the Wheelock licensure masters degree program in Language and Literacy Studies, and two state approved 12-credit course clusters in Reading, and in English Language Learners are
19 MASTERS OF SCIENCE IN TEACHER OF READING 116 The Teacher of Reading masters degree is designed for students who want to become reading specialists or classroom teachers who are experts in teaching reading and writing in multilingual and multicultural settings. Through a set of courses and field experiences, students develop a base of knowledge about children s literacy development, learn to observe and assess children s reading abilities, and develop a repertoire of teaching strategies that reflect a balanced approach to literacy instruction. In addition, students learn how to partner with, advocate for, and support schools, families and communities in improving literacy outcomes. Upon successful completion of the program requirements and the required Massachusetts Tests for Educator Licensure (MTEL), students are eligible to apply for Massachusetts Teacher of Reading Initial license (prek-12). childhood, elementary, middle school, or special education, and must have at least one year of teaching experience in the area of this first license. The Masters in Reading fulfills state content requirements for advancing an Initial license to the Professional Entrance Requirements: An initial teaching license and at least one year of teaching experience under this initial license. Total Credits: 31 ENTRANCE TO PROGRAM: ORIENTATION TO EDUCATION PROGRAMS CORE COURSES: 9 CREDITS RES 722 Research in Language and Literacy PROGRAM COURSES: 21 CREDITS Reading selective: (choose one) COMPLETION OF PROGRAM
20 Communication and Literacy Massachusetts Skills Tests for Educator Licensure (MTEL). MASTERS OF SCIENCE IN LANGUAGE AND LITERACY STUDIES 117 The Language and Literacy Studies masters degree is non-licensure program designed for students interested in developing expertise in particular aspects of language and literacy, such as multilingual literacy or reading, writing and assessment. The program incorporates a common core that includes human development, multiculturalism, and research, and culminates with a 1-credit capstone. Working with a faculty advisor, students design a 21-credit program focus within language and literacy. Students may use this program as preparation for work in curriculum development, school leadership, or doctoral study in literacy. Non-Licensure Masters Program Total credits: 31 CORE COURSES: 9 CREDITS Human Development core course (choose one) Multicultural core course Research core course RES 722 Research in Language and Literacy SPECIALTY COURSES: 21 CREDITS (Specific program developed with advisor. Suggestions given below.) Working in Multilingual Communities each Reading, Writing and Assessment each
21 COMPLETION OF PROGRAM CREDIT COURSE CLUSTER IN READING The 12-credit course cluster in Reading at Wheelock College is state approved for Massachusetts teachers for meeting the content requirement for the advancement of an Initial license to the Professional level (in Early Childhood, Elementary, Special Education or English as a Second Language or English Language Learners). The teachers remaining requirements relate to teaching experience under the Initial license and mentoring through their district or school. This 12-credit course cluster provides advanced knowledge to help teachers develop expertise in teaching reading in culturally and linguistically diverse classrooms. Teachers who hold Initial licensure in early childhood education, elementary education or special education may also be interested in Wheelock s course cluster in Teaching English Language Learners/English as a Second Language. READING COURSE CLUSTER: 12 CREDITS Students select one of the two options below: ADVANCED PROFESSIONAL COURSE CLUSTER IN TEACHING ENGLISH LANGUAGE LEARNERS/ENGLISH AS A SECOND LANGUAGE The Advanced Professional Course Clusters (APCCs) at Wheelock College are designed to help teachers who hold a masters degree to advance an Initial licensure to the Professional level. The APCC in English Language Learners/English as a Second Language is designed for those teachers who hold Initial licensure in early childhood education, elementary education, and special education (Teacher of Students with Moderate Disabilities). This 12-credit course cluster develops expertise in working with young English language learners in mainstream or sheltered English immersion Teachers who hold Initial licensure in English as a Second Language should consider the APCCs in Reading or Special Education. PROGRAM: 12 CREDITS
22 The Leadership, Policy, and Administration Program (only offered through the and education who wish to develop specialized skills in leadership, policy and administration. Students prepare for leadership roles in child care programs, public and private schools, policy arenas, and professional organizations. Wheelock College believes that new leaders are required to help children, families and communities meet today s challenges. The purpose of the Leadership program is to prepare its graduates to work collaboratively among various human services and utilize community resources to create a comprehensive and integrated response to the needs of children and their families. 119 The course of study in this program is designed so that students learn a common set of leadership competencies. Participants in each professional program also pursue the courses that address the special requirements of their fields. Each student s program is comprised of core courses in human development, multiculturalism and research, as well as department requirements, specialty courses and electives. A practicum in the student s area of specialization is carefully selected by the student and academic advisor. The program is not designed to lead to institutional endorsement for a teaching credential. Applicants to these programs must demonstrate at least two years of prior professional experience with children and families, as well as leadership potential. Students may pursue study on a full-time or part-time basis. SOCIAL WORK MASTER OF SOCIAL WORK DEGREE (MSW) The Master of Social Work program is designed to educate a diverse group of students who are committed to being leaders in effecting change in the social conditions of children and their families, especially those who are the most discriminated against, oppressed, and disadvantaged. Students will be prepared for advanced, justicebased social work practice through a series of required and elective courses that will provide them with professional knowledge, skills, and values, which reflect strengthsbased and empowerment approaches that are family-centered, community-based, interprofessionally collaborative, and directed toward change at the individual, family, community, and structural/systems levels. The program requires students to study in the five core areas of professional social work education: human behavior and the social environment, social work practice, social policy, social research, and field practicum experience in local health, education, study are further contextualized in the Wheelock MSW program by nine curricular themes: human rights and social and economic justice; values and ethics; multicultural competence; the strengths and eco-systemic perspectives; and partnered practice that is family-centered, community-based, and interprofessionally collaborative. In the first year of the program, students prepare for practice with individuals, small groups, families, organizations, and communities through study in the five core areas.
23 120 The second year of the program is organized around a singular concentration on children and families in their communities, especially those children and families who are most at risk for not being able to participate fully in society s services, resources, and supports. Some of the conditions that put families at risk include, but are not limited to, poverty, homelessness, violence, substance abuse, long-term individual and group discrimination, incarceration, special health and education needs, immigrant or of the first year, students in the second year identify a particular area of interest or self identified specialization within the concentration (e.g., violence in the lives of children and families, death, dying, and bereavement, parenting education and family supports; early childhood, and others). Students then and use their policy, practice, research, human behavior, and field practicum experience to further refine and develop their knowledge and skills in that selected area. Additionally, students will have the opportunity in their second year to choose elective courses that support and strengthen Medical Center for their concentration field practicum, use their advanced human behavior class to write a grant proposal that focuses on supporting families experiencing violence, and take an elective on Children and the Law. Upon completion of the MSW degree, students are eligible to sit for the intermediate which can be located through the national website (http://www.naswdc.org). Students may pursue admission to the program in the following categories: full-time and part-time in the full program (two and four years, respectively), and full-time and part-time in the advanced standing program. Along with the standard requirements set to have successfully completed a basic course in statistics prior to full- and part-time students). spring semester schedule. Part-time study can be completed within four years, usually including no more than eight part-time semesters on a four-year, fall and spring semester schedule. Advanced standing full time study is completed in a two semester (fall and spring) schedule. Advanced standing part-time study is completed in a two year (fall and spring) schedule. All programs typically begin in the fall semester. Social Work Education (CSWE), the professional accrediting organization for all social work programs in the country.
24 MASTER OF SOCIAL WORK DEGREE (MSW) Program: Full-Time Total Credits: FOUNDATION YEAR: SEMESTER 1 (FALL) FOUNDATION YEAR: SEMESTER 2 (SPRING) Applying Theory to Practice CONCENTRATION YEAR: SEMESTER 3 (FALL) Advanced Applications Concentration Elective CONCENTRATION YEAR: SEMESTER 4 (SPRING) Concentration Elective 121 MASTER OF SOCIAL WORK DEGREE (MSW) Program: Part Time Total Credits: FOUNDATION YEAR: SEMESTER 1 (FALL) FOUNDATION YEAR: SEMESTER 2 (SPRING)
25 FOUNDATION YEAR: SEMESTER 3 (FALL) 122 FOUNDATION YEAR: SEMESTER 4 (SPRING) Applying Theory to Practice CONCENTRATION YEAR: SEMESTER 5 (FALL) Advanced Applications Concentration Elective CONCENTRATION YEAR: SEMESTER 6 (SPRING) Concentration Elective CONCENTRATION YEAR: SEMESTER 7 (FALL) CONCENTRATION YEAR: SEMESTER 8 (SPRING) MASTER OF SOCIAL WORK DEGREE (MSW) Program: Advanced Standing Total Credits: Minimum of 30 Credits CONCENTRATION YEAR: SEMESTER 1 (FALL) Advanced Applications Concentration Elective CONCENTRATION YEAR: SEMESTER 2 (SPRING) Concentration Elective
26 MASTER OF SOCIAL WORK DEGREE (MSW) Program: Advanced Standing Part-Time Total Credits: Minimum of 30 Credits CONCENTRATION YEAR: SEMESTER 1 (FALL) Advanced Applications Concentration Elective 123 CONCENTRATION YEAR: SEMESTER 2 (SPRING) Concentration Elective CONCENTRATION YEAR: SEMESTER 3 (FALL) CONCENTRATIONCONCENTRATIONYEAR: SEMESTER 4 (SPRING) MASTER OF SOCIAL WORK FIELD PRACTICUM Basic Requirements: begin the process of identifying their internship for the academic year. All students eligible for field practicum are in the field for a full academic year and must complete the following: MSW-Foundation Year Students: schedule is established through a collaborative effort between the student and the field instructor. licensed at the LCSW or LICSW level. the academic year. MSW-Concentration Year Students: schedule is established through a collaborative effort between the student and the field instructor. licensed at the LCSW or LICSW level. academic year.
27 124 Flexible Field Option The MSW program is committed to our students success in achieving their academic students but may juggle a variety of professional and personal responsibilities, we meet with each of our students in order to assess individual needs and, in some situations, to collaborate with the student and potential field practicum sites to craft a flexible field practicum experience. The goal is to assist students in fulfilling the required number of hours in a more flexible format generally over a longer period of time than what is typical - while also allowing for a rich, yet challenging, field experience. Students must still: licensed at the LCSW or LICSW level. ORGANIZATIONAL LEADERSHIP The thirty-credit Master of Arts in Organizational Leadership is designed to prepare higher education institutions. Students will be prepared to take on administrative, executive and leadership positions through a series of required courses and advanced electives providing them with the knowledge, skills and values necessary to assume leadership roles. Students completing the four-course core curriculum will be awarded a Certificate in Organizational Leadership. The courses in this sequence include: Organizational Mission, Strategy and Leadership; Planning Evaluation and Marketing; and Resource Development. After completing the four course core curriculum students will then take a two course required sequence designed to further enhance their leadership skills in organizational governance and change. Students will also have the opportunity to choose two advanced electives specific to higher education or nonprofits. All students, as part of their studies, will also complete a two-semester Capstone Project. This group project will consist of applied research in a specialized area of interest, providing students with a critical learning experience as they seek to address an identified organizational priority, issue or service delivery challenge. Over the course of an academic year, students will work in teams to address an organizational challenge and identify organizational opportunities or to conduct applied research on a specific issue of interest. Through this hands-on group experience, students will have the opportunity to become engaged in real-world issues and problem solving, while integrating and enhancing their learning. Upon completion of the degree, students will have a unique combination of theory, knowledge of practical applications to organizational issues, leadership skills and applied knowledge that will qualify them for a wide-range of leadership positions with Wheelock s mission of improving the lives of children and families the masters
28 program will also provide students the skills and knowledge to lead diverse multicultural organizations with a global perspective focusing on social and organizational change. ORGANIZATIONAL LEADERSHIP Program: Part-Time 125 Total Credits: 30 FOUNDATION YEAR: SEMESTER 1 (FALL) FOUNDATION YEAR: SEMESTER 2 (SPRING) Planning, Evaluation and Marketing Development ADVANCED YEAR: SEMESTER 3 (FALL) Capstone I Advanced elective ADVANCED YEAR: SEMESTER 4 (SPRING) Organizational Change Capstone II Advanced Elective CHILD LIFE AND FAMILY STUDIES MASTERS PROGRAM IN CHILD LIFE AND FAMILY-CENTERED CARE as child life specialists in inpatient, outpatient, and community-based health care settings. Students develop skills as child development specialists, interdisciplinary team members and health educators. They select courses in child life, human development, Centered Care Program includes clinical experiences and course work that prepare students, as members of an interdisciplinary health team, to support the psychosocial and developmental needs of children and families across the health care continuum. program must complete a minimum of 100 hours of volunteer work in a pediatric health care setting under the supervision of a Child Life Specialist prior to acceptance to the program. Upon acceptance, the student and faculty advisor will develop a plan of academic study and clinical experience based on the student s needs and professional goals. Students may pursue study on a full-time or part-time basis. The graduate child life programs require a clinical internship in a hospital, healthcare,
29 126 Centered Care. The college matches students with two potential internship sites. Students are required to interview for internship positions and to be accepted for an internship in at least one site. Acceptance into an internship is a decision made by the clinical sites, not by the college. Acceptance into an internship is necessary in order to meet graduation requirements for this program. In the event that a student is not accepted by either site, a decision will be made, in the professional judgment of the child life faculty, that the student needs to postpone entry into an internship to the following year, or that the student will not be allowed to complete this program and instead pursue their graduate degree in another program. MASTERS OF SCIENCE IN CHILD LIFE AND FAMILY CENTERED CARE This program is designed to train students for entry level positions as child life specialists in a variety of health care settings. certified Child Life Specialist, students develop knowledge and skills based on the Child Life Council Competencies. In collaboration with the health care team students assess, plan, implement and evaluate developmental and psychosocial services to support children and families during health care experiences. Certification: Upon successful completion of the program, students will obtain a for the Child Life Council Certification examination. Total Credits: CORE COURSES: 9 CREDITS REQUIRED Multicultural selective Research selective DEPARTMENT COURSES: 6 CREDITS REQUIRED PROGRAM COURSES: 18 CREDITS REQUIRED ELECTIVE COURSES: 6 CREDITS REQUIRED
30 CHILD LIFE AND FAMILY CENTERED CARE: ADVANCED STANDING Designed for students who are currently eligible to become certified as Child Life Specialist, this program offers opportunities for students to advance the skills of the Child Life Competencies. During one required 200-hour internship in a community health care or specialty settings, students work with interdisciplinary teams in more specialized areas of child life, including: child development and family-centered care, health promotion, bereavement support and program development. Students may elect to do an additional 200-hour internship. Upon successful completion of the program, will be eligible to sit for the Child Life Council Certification Examination. 127 CHILD LIFE AND FAMILY CENTERED CARE: ADVANCED STANDING Total Credits: CORE COURSES: 9 CREDITS REQUIRED Multicultural selective Research selective DEPARTMENT COURSES: 9 CREDITS REQUIRED PROGRAM COURSES: 12 CREDITS REQUIRED Administration ELECTIVE COURSES: 6 CREDITS OPTIONAL INTERNSHIP: CHILD LIFE AND FAMILY CENTERED CARE: COMBINED DEGREE (FOR WHEELOCK ALUMNI) The combined degree program is designed for Wheelock undergraduate alumni with a major in Child Life who have obtained their undergraduate degree within the past three years. Students are exempted from 12 credits from the regular program, and complete one 200-hour internship in a community health care or specialty setting. This program offers students the opportunity to advance the skills of the Child Life Competencies in more specialized areas of child life including: child development