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Professional Program Advising

Congratulations!

You have already made significant progress toward your degree and teacher certification. With acceptance into the Professional Program comes the responsibility of conducting yourself with the highest degree of professional standards.  When you applied to the Professional Program you agreed to the following:

"I understand that in order to be accepted in the professional program and in order to qualify for student teaching and obtain a recommendation from CCSU for State of Connecticut certification, I must demonstrate the following:

  • Personal attitudes and attributes appropriate to a teacher.
  • Conduct that demonstrates appropriate professional behavior and shows realization that actions reflect directly upon the status and substance of the profession.
  • Confidentiality of all information concerning colleagues and students obtained in the educational process.
  • Integrity and honesty in written and verbal communication, documentation, and coursework."

First Things First

From this point on it is vital that you keep an accurate and up-to-date record of your educational and professional paperwork. Your files should start with a copy of your letter of acceptance into the Professional Program. Save all of your syllabi, course assignments, lesson plans, observations, letters of recommendations, grades, etc.  You should have a resume that is updated every semester.

Student Teaching

You will have to apply for student teaching in the semester before you intend to student teach. Information on applying to student teach is available at the Office of School-Community Partnership.

Advising Meetings

Students must bring a copy of a complete, accurate, and update degree evaluation form that can be kept in your file and a list of classes for the coming semester.  It is each student’s responsibility to make sure that general education, degree major, and Professional Program requirements are met.  It is important to know exactly which courses are left within the Professional Program sequence, especially because students may take only two student teaching classes during the student teaching semester.  Failure to follow the suggested sequence of classes can result in graduation delays and the potential of additional field experience hours.

Sequence of Classes

During the first semester of Professional Program classes students must take:

  • EDTE 316: Principles of Learning

This is a prerequisite for EDSC 425: Principles of Secondary Education.  For undergraduates, it is also a prerequisite for RDG 440.

Students are also strongly encouraged to take:

  • SPED 315: Introduction to Educating Learners with Exceptionalities (Post-Bacs may substitute SPED 501)
    It provides much needed information and experience for following semesters.

These  following two courses may be taken at any time and in any order, as long as they are completed BEFORE your student teaching semester:

These  following course may be taken at any time and in any order, as long as it is completed BEFORE your student teaching semester:

  • EDT 315: Educational Technology in the Secondary School Classroom 

Attached Files

The following three courses should be taken in the semester just prior to student teaching. By doing so, students can integrate the field experience requirements.  Students may only “double-dip” field experience hours if they are taking EDSC 425 and SSCI 415 in the same semester.

  • RDG 440: Literacy in the Secondary School (Post-Bacs may substitute RDG 506)
  • EDSC 425: Multicultural, Interdisciplinary Teaching at the Secondary Level
  • SSCI 415: Social Studies Methods at the Secondary Level 

 

The following two courses are the student teaching courses. Take them together during your student teaching semester. No other courses may be taken in the semester of student teaching. EDSC 435 is the course for student teaching and SSCI 421 is the once-per-week seminar that all History/Social Science student teachers attend.

  • EDSC 435: Secondary Education Student Teaching
  • SSCI 421: Social Studies Student Teaching Seminar

Overview of Field Experiences for Teacher Candidates

“Field experiences are an important part of the extensive training teacher candidates receive at CCSU.  Students are required to spend a certain amount of time observing and working in schools. 

1.  Field experiences are a component of the following courses:

  • EDTE 316 and EDTE 314
  • SPED 315
  • EDSC 425 (and the methods course of the subject major taken concurrently with EDSC 425)
  • RDG 440

2.  Field experiences require at least the following hours in schools:

  • EDTE 316 and EDTE 314:  30 hours
  • SPED 315:  10 hours
  • EDSC 425:  30 hours
  • RDG 440:  30 hours

3.  Field experience placements are arranged in the following way:

  • EDTE 316 and EDTE 314:  The instructors of the course make the placements.
  • SPED 315:  Students use placements from their EDTE 316/314 or ESCS 425.  If the course is taken out of sequence with these other courses, the Secondary Education Coordinator will make the placement.
  • EDSC 425:  When taken concurrently with the subject major methods course, the professor of the subject major methods course makes the placement.  However, the Secondary Education Coordinator will make the placement for Art, Technology Education, and TESOL, and when EDSC 425 is not taken concurrently with the subject major methods course.
  • RDG 440:  Students use placements from EDSC 425.  When taken alone (not with EDSC 425), the Secondary Education Coordinator makes the placement. 

Don’t worry if any of this looks confusing

The History/Social Studies coordinator, Dr. Tully is here to guide you through all of this.  Once students are accepted into the Professional Program, he takes over as their advisor and helps them all the way through a successful student teaching experience and graduation. 

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